Using Q-methodology and the 3P model of learning to evaluate medicine and dentistry students' experiences with a blended anatomy laboratory design.

Abstract

In response to the COVID-19 pandemic, the Faculty of Medicine and Health Sciences at McGill University initiated blended curriculum delivery for first-year medicine and dentistry students in anatomy, combining limited hands-on dissection with online laboratory-adjacent activities using a 3D software application. This study evaluated the efficacy of this approach using the 3P (presage-process-product) model of learning, comparing students' perceptions of course experience (presage), their scores on deep and surface approach to learning scales (process), and laboratory examination performance (product) between the in-person and online teaching formats. Regarding presage factors, two independent Q-methodology analyses each revealed three distinct learner profiles within the in-person (hands-on, independent, or conflicted learners) and online (isolated, dissatisfied, pro-online learners) cohorts that highlighted shared viewpoints and attitudes among groups of learners in each environment. With respect to process, no significant differences were noted in surface approach to learning scores; however, a significant decline in deep approach to learning scores (p = 0.021) was noted among students who began with dissection-based teaching then transitioned to online laboratory sessions. No significant differences in grades, the product, were noted between cohorts in the in-person versus online environments (p = 0.647). Overall, students were generally able to adapt to either teaching format; however, their diversity in learning preferences impacted their motivation, engagement in course activities, and quality of learning outcomes. As such, offering diversity of choice between in-person and online course elements in future iterations may optimize student success, outcomes, and enjoyment in learning.