Schofield KA. Anatomy in occupational therapy program curriculum: practitioners’ perspectives. Anat Sci Educ. 2024;7:97–106. https://doi.org/10.1002/ase.1378.
Giles A, Conrad W, Lundsford D, Valdes K et al. Exploring anatomy background, perceived anatomy preparedness, and academic performance among OT graduate students: a survey study. Am J Occup Ther. 2021;75:7512505084–7512505084p7512505081. https://doi.org/10.5014/ajot.2021.75S2-PO84
Schofield KA. Anatomy education in occupational therapy curricula: perspectives of practitioners in the United States. Anat Sci Educ. 2018;3:243–53. https://doi.org/10.1002/ase.1723.
Veazey K, Robertson EM. How human anatomy is being taught in entry-level occupational therapy programs in the United States. Anat Sci Educ. 2023;16(2):305–22. https://doi.org/10.1002/ase.2226.
Wan Yunus F, Ahmad Ridhuwan NF, Romli MH, et al. The perception of allied health professionals on occupational therapy. Occup Ther Int. 2022;2588902. https://doi.org/10.1155/2022/2588902
Ho ES, Dove E, Aitkens L, Duncan A, Agur AMR, et al. Anatomy learning outcomes in occupational therapy: impact of prior coursework. Can J of Occup Ther. 2024;84174241297588. https://doi.org/10.1177/00084174241297588
Lysaght R, Donnelly C, Villeneuve M, et al. Factors predicting applicant outcomes in occupational therapy education. Can J of Occup Ther. 2009;76(1):38–47. https://doi.org/10.1177/000841740907600110.
d’Arnaud L, Husmann PR. Prior anatomy experience among medical students: what difference does it make? Anat Sci Educ. 2023;16(2):348–58. https://doi.org/10.1002/ase.2238.
Louro MD, Meegan G, Rudin LR, Granatosky MC, Thompson NE et al. Students with prior anatomy experience start out stronger in medical school gross anatomy. Anat Sci Educ. 2024;17(7):1406–16. https://doi.org/10.1002/ase.2495.
Robertson EM, Thompson KL, Notebaert AJ et al. Perceived benefits of anatomy coursework prior to medical and dental school. Anat Sci Educ. 2020;13(2):168–81. https://doi.org/10.1002/ase.1882.
Dove E, Hennessy K, Kirou-Mauro A, Aitkens L, Duncan A, Agur A, Ho ES, et al. Gross and applied anatomy pedagogical approaches in occupational therapy education: a scoping review. Can J of Occup Ther. 2024;91(2):136–48. https://doi.org/10.1177/00084174231197614.
Zhang H, Liao AWX, Goh SH, Wu XV, Yoong SQ, et al. Effectiveness of peer teaching in health professions education: a systematic review and meta-analysis. Nursing Educ Today. 2022;118: 105499. https://doi.org/10.1016/j.nedt.2022.105499.
Dunkin E, Hook P. An investigation into the efficiency of peer teaching. Assess Eval High Educ. 1978;4(1):22–45. https://doi.org/10.1080/0260293780040102.
Kinirons SA, Reddin VM, Maguffin J, et al. Effects of alternating dissection with peer teaching and faculty prosected cadaver demonstrations in a physical therapy and occupational therapy gross anatomy course. Anat Sci Educ. 2019;12(5):468–477. https://doi.org/10.1002/ase.1833
Manyama M, Stafford R, Mazyala E, Lukanima A, Magele N, Kidenya BR, Kauki J, et al. Improving gross anatomy learning using reciprocal peer teaching. BMC Med Educ. 2016;16:95 https://doi.org/10.1186/s12909-016-0617-1
Green RA, Farchione D, Hughes DL, Chan SP, et al. Participation in asynchronous online discussion forums does improve student learning of gross anatomy. Anat Sci Educ. 2014;7(1):71–6. https://doi.org/10.1002/ase.1376.
Green RA, Hughes DL. Student outcomes associated with use of asynchronous online discussion forums in gross anatomy teaching. Anat Sci Educ. 2013;6(2):101–6. https://doi.org/10.1002/ase.1310.
Anderson LW, Krathwhl DR. A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. Pearson: Allyn & Bacon; 2001.
Liu S, Kang L, Liu Z, Zhao L, Yang Z, Su Z, et al. Exploring the relationships between students’ network characteristics, discussion topics and learning outcomes in a course discussion forum. J Comput High Educ. 2023;35:487–520. https://doi.org/10.1007/s12528-022-09335-0.
Ouyang F, Chang Y. The relationships between social participatory roles and cognitive engagement levels in online discussions. Brit J Educ Technol. 2019;50(3):1396–1414. https://doi.org/10.1111/bjet.12647
Hsieh HF, Shannon SE. Three approaches to qualitative content analysis. Qual Health Res. 2005;15(9):1277–88. https://doi.org/10.1177/1049732305276687.
IBM Corp. IBM SPSS Statistics for Windows, version 29.0.2.0. 2023. https://www.ibm.com/support/pages/node/6607043. Accessed May 2, 2025.
Willoughby BR, Flack NAMS, Bird RJ, Woodley SJ. Motivation to learn in university science students studying anatomy: a mixed-methods analysis of what drives learning. Anat Sci Educ. 2024;17(4):818–30. https://doi.org/10.1002/ase.2416.
Ten Cate O, Durning S. Peer teaching in medical education: twelve reasons to move from theory to practice. Med Teach. 2007;29(6):591–9. https://doi.org/10.1080/01421590701606799.
Pedaste M, Mäeots M, Siiman LA, de Jong T, van Riesen SAN, Kamp ET, Manoli CC, Zacharias C, Zacharia ZC, Tsourlidaki E, et al. Phases of inquiry-based learning: definitions and the inquiry cycle. Educ Res Rev. 2015;14:47–61. https://doi.org/10.1016/j.edurev.2015.02.003.
Alfieri L, Brooks PJ, Aldrich NJ, Tenenbaum HR, et al. Does discovery-based instruction enhance learning? J Educ Psychol. 2011;103(1):1–18. https://doi.org/10.1037/a00217.
Öztürk B, Kaya M, Demir M, et al. Does inquiry-based learning model improve learning outcomes? A second-order meta-analysis. J Pedagog Res. 2022;6(4):201–216. https://doi.org/10.33902/JPR.202217481
Andrini VS. The effectiveness of inquiry learning method to enhance students’ learning outcome: a theoretical and empirical review. J Educ Pract. 2016;7(3):38–42.
Comments (0)