Abstract
INTRODUCTION. Digital videos can be useful adjuncts for learning anatomy. It is important to understand cognitive factors that influence students’ learning when developing learning videos. This research evaluates video-based learning tools’ effect on student exam performance and preference. METHODS. A dissection video on the carotid triangle was distributed to first year dental students in Head and Neck Anatomy. The embedded learning tools implemented in the video aimed to decrease intrinsic load and extraneous load while increasing the development of long-term memory. The video incorporated moving images, narration, implemented quiz questions, soft background music, and was under eight minutes in length. The didactic information focused on the boundaries of the space, contents (muscles, vasculature, and nerves), and important relationships. The participants filled out a survey to aid in understanding student preferences for learning elements in each video. SUMMARY. Lab practical and lecture exam scores were compared between students that watched the video (Y) (N=70) and did not watch the video (N) (N=30). The students that watched the video performed better on lab practical carotid triangle questions (78.57%) than those that did not watch the video (73.89%); however, this result was not statistically significant (p=0.179). The students that watched the video (74.84%) performed better on lecture carotid triangle questions than those that did not watch the video (68.97%); this result was not statistically significant (p=0.351). The survey response rate was 91% (N=100). Students found the dissection video was useful/helpful (mean 4.42 on a five-point Likert scale). Students found the dissection video engaging (4.20 on a five-point Likert scale). Of all the student responses, 100% indicated they would like more anatomy dissection videos. CONCLUSIONS. On the lab practical exam, students that watched the video performed about 5% better than those that did not watch the video (p=0.179). On the lecture exam, students performed about 6% better than those that did not watch the video (p=0.351). Using the most effective learning tools in an anatomy video can help students learn more efficiently. These findings will help the future production of anatomy videos intended for supplemental learning.