Using Q-Methodology to Evaluate Student Perceptions of Online Anatomy in the Time of COVID-19

Abstract

Pursuant to pedagogical changes necessitated by the COVID-19 pandemic, this study was designed to determine which aspects of an online anatomy course students most preferred and most disliked using Q-methodology. Data were collected in fall 2020 and winter 2021, and 166 student responses were analyzed via by-person factor analysis. Three distinct subgroups were identified: Group 1 (n=66) reported being comfortable with the technology skills required for studying anatomy online; Group 2 (n=50) reported dissatisfaction with several elements of course delivery, including evaluations, laboratory assignments, and the amount of lecture content, believing that they were essentially “teaching [themselves]”; Group 3 (n=29) was characterized by being happy with tutorial activities and the guidance received from teaching assistants. Common to all groups was the preference for physical rather than virtual specimens and for faculty-made practice questions as opposed to the overwhelming number of online specimens available for review. There was an overall positive attitude shift among students regarding online delivery across semesters. Given ongoing uncertainty surrounding the pandemic, these findings provide important considerations for future potential online/blended classes on anatomy education.

Keywords

• online learning
• course evaluation
• anatomy education
• COVID-19
• Q-methodology