An Exploration of Students’ use of Digital Resources for Self-Study in Anatomy: a survey study

Abstract

Abstract Background: Technology-enhanced learning has fundamentally changed anatomy education. Currently, student-centred approaches to learning are gaining ground within higher education. To guide educators in how to structure and support student learning, further research is needed to investigate how students use digital resources when learning anatomy. This study aimed to understand which digital resources students use in the self-study of anatomy. Methods: A qualitative interpretive approach was used to collect and analyse data. Two consecutive cohorts of first-semester medical students (n = 278) were invited to complete an anonymized survey. The survey consisted of 15 questions with multiple response options to itemized questions and free-text space for comments, and one open-ended question. Descriptive statistics were used for demographics and itemized answers. Comments and free-text answers were analysed qualitatively using abductive inference. Results: One hundred and twenty-seven students completed the survey (response rate 45%). Most students (46%) reported that they spend more than 30 hours/per week on self-study. They used a variety of digital resources for different purposes. Most students used digital resources to prepare for examinations when they encountered difficulty and after going through a section. Students reported that they would use digital resources to a greater extent if they were introduced to the use of digital resources, if resources were more accessible, and if they could interact with a tutor. The free text responses revealed that digital resources helped students understand anatomy, allowed them to make active choices, provided tools for repetition and memorization, accelerated and simplified the learning process, and complemented other learning resources. Conclusions: Digital resources may support the understanding of anatomy by offering alternative modes of learning and providing a valuable complement to other learning resources. Educators should consider how digital resources are introduced and offer support and feedback.