Outcome of Utilising Virtual Learning Environment in Anatomy Learning: A Perspective of Preclinical Medicine Students in Edo State University

Abstract

Background: In developing countries, utilising virtual technologies for learning purposes is no longer a novelty in revolutionising anatomy education. Whereas, the outcome in a Nigerian population is vaguely defined. This study is aimed at evaluating the preferred virtual devices and resources used for anatomy learning by preclinical students. Also, to assess the benefits and possible challenges faced with using virtual technology in medical education. Methods: A cross-sectional survey was conducted which deployed a quantitative and qualitative method in data collection. This study population comprises preclinical medicine students studying at Edo State University, Uzairue, Nigeria during the 2020/2021 academic session. A hard copy questionnaire was designed, reviewed by experts and tested for reliability using Cronbach’s α-coefficient test (= 0.775). Data were analysed using IBM SPSS, version 21. The Chi-square test was used to test for association. Qualitative analysis was done using conventional content analysis. Result: 118 students (90%) completed the questionnaire with sex size proportion as female students (55.1%), male students (44.9%). The mean age of respondents was 19.72 years. More students used android phones (43.2%) for virtual study. The virtual learning environment (VLE) which students preferred was anatomy application (46.6%), of which 29.6% choose the TeachMe anatomy application. Others preferred online platforms (27.1%), Anatomage (16.1%) and multimedia technology (10.2%). VLE played a significant role in learning anatomy (χ2 (36, N=118) = 188.712, p <0.01) and of the eight challenges highlighted by students, ‘virtual learning consumes data’ had the highest frequency (30.5%). Some examples of what students suggested should be improved in their VLE are; “increase deployment and usage of Anatomage to different areas of anatomy” (17.8%), “Wi-Fi supporting connectivity should be steady” (10.2%), “More virtual technologies should be made available” (10, 8.5%). Conclusion: Virtual technology was observed to be very beneficial in anatomy education. Virtual learning resources that could be easily installed on android and iPhone were preferred and effectively utilised in learning anatomy.