Evaluation of medical students’ learning performances, engagement, and cognitive load in ospe-based anatomy practical session
Background: Human anatomy education conventionally relies on cadaver dissection but faces challenges from limited teaching time, decreasing cadaver availability, and singlemethod limitations. This has driven exploration of innovative approaches that retain conventional strengths while addressing...
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| Format: | Thesis |
| Language: | en |
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2025
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| Online Access: | http://eprints.usm.my/63473/1/Liu%20Lingxi-E.pdf http://eprints.usm.my/63473/ |
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| _version_ | 1855615733822652416 |
|---|---|
| author | Lingxi, Liu |
| author_facet | Lingxi, Liu |
| author_sort | Lingxi, Liu |
| building | Hamzah Sendut Library |
| collection | Institutional Repository |
| content_provider | Universiti Sains Malaysia |
| content_source | USM Institutional Repository |
| continent | Asia |
| country | Malaysia |
| description | Background: Human anatomy education conventionally relies on cadaver dissection but
faces challenges from limited teaching time, decreasing cadaver availability, and singlemethod
limitations. This has driven exploration of innovative approaches that retain
conventional strengths while addressing modern constraints. The integration of Objective
Structured Practical Examination (OSPE) principles into practical sessions offered
structured, interactive, provides immediate feedback, and enhances student engagement.
Universiti Sains Malaysia's School of Medical Sciences transitioned from cadaveric
dissection to multimodal teaching, implementing OSPE-based practical session since
2015.
Objective: The purpose of this study is to investigate the impact of OSPE-based anatomy
practical session on students' learning performances, engagement, and cognitive load.
Methodology: This randomised control trial (RCT) study recruited 117 students (57
completed) who were randomly allocated 1:1 to either OSPE-based practical intervention
or conventional teaching control groups via stratified randomization. The intervention
involved a 1-hour lecture, 30-minute pre-practical assessment, and a 1 hour and 40
minutes practical session. The OSPE-based practical group engaged in anatomical identification tasks with peer/lecturer discussion, while controls used plastic models for
senior lecturer debriefing and independent learning. Post-practical data included a 30-
minute assessment, Burch Engagement survey, validated cognitive load scale, and online
feedback. Data were analysed using SPSS 29.0 with descriptive statistics,
independent/paired t-tests, and Mann-Whitney U tests as appropriate.
Results: Both groups showed significant pre- to post-assessment improvements in
psychomotor and cognitive scores. The OSPE-based practical group significantly
enhanced cognitive performance compared to the conventional group, though no
differences were found in psychomotor or overall scores. No significant between-group
differences emerged in cognitive load or engagement domains. Student feedback
indicated high satisfaction with the OSPE-based anatomy practical sessions.
Conclusion: The OSPE-based approach demonstrated a modest advantage in enhancing
cognitive performance, with comparable outcomes in psychomotor gains, cognitive load,
and student engagement relative to conventional methods. While pre-intervention
differences and high participation dropout may limit generalizability, within-group
improvements and positive learner feedback affirm the pedagogical value of structured,
scenario-based practical assessments in anatomy education. |
| format | Thesis |
| id | my.usm.eprints.63473 |
| institution | Universiti Sains Malaysia |
| language | en |
| publishDate | 2025 |
| record_format | eprints |
| spelling | my.usm.eprints.63473 http://eprints.usm.my/63473/ Evaluation of medical students’ learning performances, engagement, and cognitive load in ospe-based anatomy practical session Lingxi, Liu R Medicine Background: Human anatomy education conventionally relies on cadaver dissection but faces challenges from limited teaching time, decreasing cadaver availability, and singlemethod limitations. This has driven exploration of innovative approaches that retain conventional strengths while addressing modern constraints. The integration of Objective Structured Practical Examination (OSPE) principles into practical sessions offered structured, interactive, provides immediate feedback, and enhances student engagement. Universiti Sains Malaysia's School of Medical Sciences transitioned from cadaveric dissection to multimodal teaching, implementing OSPE-based practical session since 2015. Objective: The purpose of this study is to investigate the impact of OSPE-based anatomy practical session on students' learning performances, engagement, and cognitive load. Methodology: This randomised control trial (RCT) study recruited 117 students (57 completed) who were randomly allocated 1:1 to either OSPE-based practical intervention or conventional teaching control groups via stratified randomization. The intervention involved a 1-hour lecture, 30-minute pre-practical assessment, and a 1 hour and 40 minutes practical session. The OSPE-based practical group engaged in anatomical identification tasks with peer/lecturer discussion, while controls used plastic models for senior lecturer debriefing and independent learning. Post-practical data included a 30- minute assessment, Burch Engagement survey, validated cognitive load scale, and online feedback. Data were analysed using SPSS 29.0 with descriptive statistics, independent/paired t-tests, and Mann-Whitney U tests as appropriate. Results: Both groups showed significant pre- to post-assessment improvements in psychomotor and cognitive scores. The OSPE-based practical group significantly enhanced cognitive performance compared to the conventional group, though no differences were found in psychomotor or overall scores. No significant between-group differences emerged in cognitive load or engagement domains. Student feedback indicated high satisfaction with the OSPE-based anatomy practical sessions. Conclusion: The OSPE-based approach demonstrated a modest advantage in enhancing cognitive performance, with comparable outcomes in psychomotor gains, cognitive load, and student engagement relative to conventional methods. While pre-intervention differences and high participation dropout may limit generalizability, within-group improvements and positive learner feedback affirm the pedagogical value of structured, scenario-based practical assessments in anatomy education. 2025 Thesis NonPeerReviewed application/pdf en http://eprints.usm.my/63473/1/Liu%20Lingxi-E.pdf Lingxi, Liu (2025) Evaluation of medical students’ learning performances, engagement, and cognitive load in ospe-based anatomy practical session. Masters thesis, Universiti Sains Malaysia. |
| spellingShingle | R Medicine Lingxi, Liu Evaluation of medical students’ learning performances, engagement, and cognitive load in ospe-based anatomy practical session |
| title | Evaluation of medical students’ learning performances,
engagement, and cognitive load in ospe-based anatomy
practical session |
| title_full | Evaluation of medical students’ learning performances,
engagement, and cognitive load in ospe-based anatomy
practical session |
| title_fullStr | Evaluation of medical students’ learning performances,
engagement, and cognitive load in ospe-based anatomy
practical session |
| title_full_unstemmed | Evaluation of medical students’ learning performances,
engagement, and cognitive load in ospe-based anatomy
practical session |
| title_short | Evaluation of medical students’ learning performances,
engagement, and cognitive load in ospe-based anatomy
practical session |
| title_sort | evaluation of medical students’ learning performances,
engagement, and cognitive load in ospe-based anatomy
practical session |
| topic | R Medicine |
| url | http://eprints.usm.my/63473/1/Liu%20Lingxi-E.pdf http://eprints.usm.my/63473/ |
| url_provider | http://eprints.usm.my/ |