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Anatomy lecture learning modality exam performance

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Nov 05, 2024 version files 87.89 KB

Abstract

We investigated the effect of three different lecture delivery modalities in a foundational anatomy course on student exam performance, including: (1) asynchronous recordings, (2) passive lecture with a student’s choice to view synchronously or asynchronously, and (3) active lecturing, again with student’s viewing choice. Active lectures incorporated gapped lecturing, drawing, practice questions, and active study technique suggestions. We compared four-unit exams that were similar across the four semesters investigated. This data set has been de-identified.