Self-directed learning in gross human anatomy: Assessment outcomes and student perceptions.

Gayle Smythe, Diane Hughes

Research output: Contribution to journalArticlepeer-review

16 Citations (Scopus)
84 Downloads (Pure)


Speech pathology students enrolled in a lecture-based gross human anatomy program completed two out of nine topics in self-directed mode. Student performance in quizzes was compared for the two modes, and students completed questionnaires on their perceptions of the self-directed mode of delivery. Students performed as well in the first self-directed topic as they did in lecture-based material, but performance declined significantly on the second self-directed topic. Correlations showed that students who performed well in lecture-based topics also performed well on self-directed topics. The major issues that arose in the student questionnaires were primarily related to the amount of content of the topics, and the length of time required for completion. We conclude that there is a strong need for appropriate design of distance education materials to reflect student perceptions of length, content and time investment, and more importantly that there is a need to ensure extensive communication and support of students studying in distance education/self-directed modes for the first time.
Original languageEnglish
Pages (from-to)145-153
Number of pages9
JournalAnatomical Sciences Education
Issue number4
Publication statusPublished - Jul 2008


Dive into the research topics of 'Self-directed learning in gross human anatomy: Assessment outcomes and student perceptions.'. Together they form a unique fingerprint.

Cite this