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Supplementing a neuroanatomical module with YouTube videos does not improve student learning outcomes

Meyer, A.J. and Ardakani, E.M. (2018) Supplementing a neuroanatomical module with YouTube videos does not improve student learning outcomes. Clinical Anatomy, 31 (8). E126.

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Link to Published Version: https://doi.org/10.1002/ca.22949
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Abstract

Curriculum changes resulting in reduced contact time, and the implementation of the “Learning & Teaching Strategy”¹ at Murdoch University, have prompted the adoption of “Blended Learning” in many units. Blended learning has been reported to improve student outcomes in a gross anatomy course for second-year physiotherapy students at La Trobe University². The effect of blended learning on the academic performance of second-year health profession students, who have been taught anatomy at an undergraduate medical level3,4, has not been investigated…

Item Type: Journal Article
Murdoch Affiliation(s): School of Health Professions
Publisher: Wiley
Copyright: © 2017 Wiley Periodicals, Inc.
Other Information: Poster abstract presented at the Australian and New Zealand Association of Clinical Anatomists (ANZACA) 13th Annual Meeting “Artful Anatomy” 7th–9th December 2016, Australian National University (ANU) Medical School, Canberra, Australian Capital Territory, Australia
URI: http://researchrepository.murdoch.edu.au/id/eprint/59369
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