ArticleInternational journal of environmental research and public health2022
Students' Performance in Face-to-Face, Online, and Hybrid Methods of Teaching and Assessment in Anatomy.
Article in International journal of environmental research and public health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed, 26 citations in OpenAlex.
- Students' Learning Outcomes in a Virtual Microscopic Online and Face-to-Face Anatomy Course: Cross-Over Comparative Study.JMIR medical education · 2026Article
- Qualitative investigation of academic routines and mental health among medical students following coronavirus vaccination.BMC psychology · 2025Article
- From crisis to opportunity: enhancing anatomy education in a post-COVID world: the Universiti Sains Malaysia experience.Korean journal of medical education · 2024Article
- Using Disruptive Technologies in the Anatomy Discipline After the COVID-19 Pandemic: A Scoping Review.Medical science educator · 2024Article
- GRAVEN: a database of teaching method that applies gestures to represent the neurosurgical approach's blood vessels and nerves.BMC medical education · 2024Article
- Comparing Online and Face-to-Face Performance in Scientific Courses: A Retrospective Comparative Gender Study of Year-1 Students.Advances in medical education and practice · 2023Article
- Online Physiology Practice with Team-Based Learning During the COVID-19 Pandemic.Advances in medical education and practice · 2023Article
- Student's perspectives, satisfaction and experiences with online and classroom learning during the COVID-19 pandemic: Findings and implications on blended learning.SAGE open medicine · 2023Article
Corrections and comments
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Authors and funding
4 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In recent times, online teaching and assessment have provided a great opportunity to explore better methods in medical education. There are inconsistent views concerning the effectiveness of online assessment. Hence, the present study aimed to evaluate online teaching and assessment methods in relation to face-to-face methods by comparing students' performances. The students' assessment results in two basic anatomy courses, which are part of the Doctor of Medicine and Biomedical Sciences programs at Sultan Qaboos University, were analysed. We compared the students' mean scores and coefficient of variance in the multiple-choice written exams and the objective structured practical exams during the spring semesters of 2019, 2020, and 2021, containing face-to-face teaching and exams, partial online teaching and online exams, and online teaching and both proctored online and face-to-face exams, respectively. The sudden transition to online teaching and assessment halfway through the semester resulted in higher means and a lower coefficient of variance among students' scores in both theory and practical exams. However, when the fully adopted online method of teaching and assessment was employed, the mean scores decreased, and the coefficient of variance increased to figures close to those witnessed before the pandemic, when teaching and assessment were face-to-face. This trend applied to both the Doctor of Medicine and Biomedical Sciences programs' anatomy courses. The results indicate that online assessment of theoretical and practical anatomical knowledge is comparable to that of face-to-face assessment. However, proper planning and preparedness are mandatory to achieve the desired outcomes.
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