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Clinical Anatomy Remote Learning: A Mixed Methods Analysis of Learning Outcomes and Student Perceptions

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Title: Clinical Anatomy Remote Learning: A Mixed Methods Analysis of Learning Outcomes and Student Perceptions
Language: English
Authors: Shelley Hunter, Nancy L. Halliday (ORCID 0000-0003-4680-0524), Stacy Reeder, Lori Garman, Mary B. Moon (ORCID 0000-0002-1117-3797)
Source: Anatomical Sciences Education. 2026 19(3):452-465.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Distance Education, Science Education, Anatomy, Donors, Laboratory Procedures, COVID-19, Pandemics, Student Attitudes, Knowledge Level, Science Tests, Summative Evaluation, Scores
DOI: 10.1002/ase.70165
ISSN: 1935-9772
1935-9780
Abstract: The COVID-19 pandemic provided a unique opportunity to assess remote Clinical Anatomy. Conversion of the donor dissection laboratory to asynchronous videos, combined with synchronous laboratory review and lecture, provided an alternative to face-to-face (F2F) learning. Two cohorts, 2019 (n = 104) and 2020 (n = 102), of dental and physician assistant (PA) students received F2F and remote instruction, respectively. Summative assessment items and low-stakes exam scores from both cohorts were analyzed using Kruskal-Wallis tests with Dunn's post hoc analysis. The Clinical Anatomy Online Survey was developed to assess student perspectives of their anatomical knowledge and was administered to the 2020 cohort. Research goals were to assess learning outcomes, survey perspectives, and determine relationships between learning outcomes and perceptions of remote clinical anatomy students. Results were triangulated using a concurrent monomethod multistrand method. The 2020 remote PA cohort scored 5.0 ± 1.6 (5.0%, p = 0.017) points higher on summative assessment items and 1.4 ± 0.43 (4.7%, p = 0.003) points higher on low-stakes exams than the 2019 PA cohort, indicating adequate cognitive gains for remote learning. Performance on summative and low-stakes exams did not differ by format for dental students. Students also reported adequate cognitive domain gains in anatomical knowledge, but many perceived a lack of psychomotor and affective domain learning as a lost opportunity.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499834
Database: ERIC
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  Data: Clinical Anatomy Remote Learning: A Mixed Methods Analysis of Learning Outcomes and Student Perceptions
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  Data: <searchLink fieldCode="AR" term="%22Shelley+Hunter%22">Shelley Hunter</searchLink><br /><searchLink fieldCode="AR" term="%22Nancy+L%2E+Halliday%22">Nancy L. Halliday</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4680-0524">0000-0003-4680-0524</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stacy+Reeder%22">Stacy Reeder</searchLink><br /><searchLink fieldCode="AR" term="%22Lori+Garman%22">Lori Garman</searchLink><br /><searchLink fieldCode="AR" term="%22Mary+B%2E+Moon%22">Mary B. Moon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1117-3797">0000-0002-1117-3797</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Anatomical+Sciences+Education%22"><i>Anatomical Sciences Education</i></searchLink>. 2026 19(3):452-465.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1002/ase.70165
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  Data: 1935-9772<br />1935-9780
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  Data: The COVID-19 pandemic provided a unique opportunity to assess remote Clinical Anatomy. Conversion of the donor dissection laboratory to asynchronous videos, combined with synchronous laboratory review and lecture, provided an alternative to face-to-face (F2F) learning. Two cohorts, 2019 (n = 104) and 2020 (n = 102), of dental and physician assistant (PA) students received F2F and remote instruction, respectively. Summative assessment items and low-stakes exam scores from both cohorts were analyzed using Kruskal-Wallis tests with Dunn's post hoc analysis. The Clinical Anatomy Online Survey was developed to assess student perspectives of their anatomical knowledge and was administered to the 2020 cohort. Research goals were to assess learning outcomes, survey perspectives, and determine relationships between learning outcomes and perceptions of remote clinical anatomy students. Results were triangulated using a concurrent monomethod multistrand method. The 2020 remote PA cohort scored 5.0 ± 1.6 (5.0%, p = 0.017) points higher on summative assessment items and 1.4 ± 0.43 (4.7%, p = 0.003) points higher on low-stakes exams than the 2019 PA cohort, indicating adequate cognitive gains for remote learning. Performance on summative and low-stakes exams did not differ by format for dental students. Students also reported adequate cognitive domain gains in anatomical knowledge, but many perceived a lack of psychomotor and affective domain learning as a lost opportunity.
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