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Narrated Dissection Videos and Peer-Mentoring to Enhance Anatomy Performance of Underrepresented Minority Students in Physical Therapy Education |
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| Authors: | Haley Nation Debora Kaliski Alexis Ortiz |
| Institution: | 1. Department of Cell Systems and Anatomy, Long School of Medicine, University of Texas Health San Antonio, San Antonio, Texas, USA
Contribution: Conceptualization (supporting), Data curation (supporting), Formal analysis (supporting), Writing - original draft (equal), Writing - review & editing (equal);2. School of Physical Therapy, University of The Incarnate Word, San Antonio, Texas, USA Contribution: Formal analysis (supporting), Writing - original draft (supporting), Writing - review & editing (supporting);3. School of Physical Therapy, University of The Incarnate Word, San Antonio, Texas, USA |
| Abstract: | Three-dimensional virtual technology (3DVT) educational tools and peer-tutoring have proven to be effective teaching strategies in improving student learning outcomes. The purpose of this study was threefold: (1) compare the anatomy academic performance between underrepresented minority (URM) and non-minority (non-URM) students, (2) compare the voluntary use of 3DVT dissection videos and peer-mentoring between these two cohorts, and (3) estimate the association between the use of these teaching strategies on anatomy examinations and course grades at a school of physical therapy. Three-dimensional virtual technology narrated dissection videos and peer-mentoring were made available to all students. Time accessing the video and attending peer-mentoring sessions was measured throughout the course for all students. Three practical and four written examinations and the final course grade were calculated. Numerous one-way ANOVAs were used to compare examination/course grades between student cohorts (URM and non-URM) and usage of the two educational strategies (3DVT and peer-mentoring). Multiple linear regressions were performed with teaching strategies as predictors and grades as outcomes. Underrepresented minority students demonstrated significantly lower practical examination scores (P = 0.04), lower final course grades (P = 0.01), and a greater use of mentorship hours (P = 0.001) compared to non-URM. The regression models with both predictors (3DVT and peer-mentoring) combined demonstrated the greatest association with grades for both URM and non-URM. For both groups of students, the association between predictors and practical examination scores, although fair, was not statistically significant. Peer-mentoring seems to be the most effective teaching strategy in helping URM students succeed in anatomy. |
| Keywords: | gross anatomy education physical therapy education peer-mentoring dissection videos underrepresented minority students |