Assessing the Impact: Retrospective Analysis of Department Initiatives on Students' Success in Standalone Occupational Therapy Anatomy Course
Saved in:
| Title: | Assessing the Impact: Retrospective Analysis of Department Initiatives on Students' Success in Standalone Occupational Therapy Anatomy Course |
|---|---|
| Language: | English |
| Authors: | Rebecca Ozelie, Saba Elothman, Bridget Hahn |
| Source: | Journal of Occupational Therapy Education. 2025 9(2). |
| Availability: | Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Anatomy, Occupational Therapy, Allied Health Occupations Education, Doctoral Students, Academic Achievement, Intervention, Program Effectiveness, Science Instruction, Supplementary Education, Peer Teaching, Tutoring, Laboratory Procedures, Refresher Courses |
| ISSN: | 2573-1378 |
| Abstract: | Student success in anatomy courses is critical for entry-level occupational therapy doctorate (OTD) programs, yet many students struggle to master this foundational subject. Research on effective academic interventions to support anatomy learning in OTD programs is limited, leaving a gap in understanding the impact of supplemental resources. This study examined the effectiveness of targeted academic interventions, such as an anatomy bootcamp, peer-led tutoring, and the Anatomage Table for virtual dissection, in improving student performance in a standalone anatomy course. A retrospective cohort design compared two groups of students enrolled in the course during Fall 2022 (FA22; n=36) and Fall 2023 (FA23; n=36). The FA23 cohort had access to the supplemental resources, while the FA22 cohort did not. Mann-Whitney U tests were conducted to assess differences in performance on written and practical exams. Although no statistically significant differences were found in final course grades, the FA23 cohort demonstrated higher mean scores on all assessments, with a significant improvement observed in practical exam 3. These findings suggest that supplemental resources may enhance practical application skills and overall student understanding of anatomy, offering valuable insights for OTD programs seeking to improve academic outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1471915 |
| Database: | ERIC |
| Abstract: | Student success in anatomy courses is critical for entry-level occupational therapy doctorate (OTD) programs, yet many students struggle to master this foundational subject. Research on effective academic interventions to support anatomy learning in OTD programs is limited, leaving a gap in understanding the impact of supplemental resources. This study examined the effectiveness of targeted academic interventions, such as an anatomy bootcamp, peer-led tutoring, and the Anatomage Table for virtual dissection, in improving student performance in a standalone anatomy course. A retrospective cohort design compared two groups of students enrolled in the course during Fall 2022 (FA22; n=36) and Fall 2023 (FA23; n=36). The FA23 cohort had access to the supplemental resources, while the FA22 cohort did not. Mann-Whitney U tests were conducted to assess differences in performance on written and practical exams. Although no statistically significant differences were found in final course grades, the FA23 cohort demonstrated higher mean scores on all assessments, with a significant improvement observed in practical exam 3. These findings suggest that supplemental resources may enhance practical application skills and overall student understanding of anatomy, offering valuable insights for OTD programs seeking to improve academic outcomes. |
|---|---|
| ISSN: | 2573-1378 |
