Abstract
This study aims to collect information to better understand how students learn and to improve teaching in the General Gross Anatomy - ORB 123 course. The project examined the relationships between first-year dental students’ learning strategy(ies), lecture capture use, and academic performance in a General Gross Anatomy course. Learning strategies were assessed using the VARK strategies framework, while lecture capture use and in-person engagement were evaluated through a structured survey. Weighted indices were developed to distinguish between strategic and passive engagement behaviors, and self-reported lecture exam averages were used as a measure of academic performance.Results showed that learning modality alone did not statistically differentiate academic outcomes, as distributions of VARK strategies were similar across grade groups. Although students frequently demonstrated multimodal engagement, no statistically significant relationships were found between modality, engagement, or attitude variable and exam performance. However, patterns in the data suggested that students who engaged more strategically with lecture materials – particularly through targeted use of lecture capture and active in-person behaviors tend to demonstrate more effective learning approaches.
Overall, academic performance appears to depend more on engagement quality than learn-ing preference, with lecture capture being most effective when used intentionally.