In-person, Online, or Hybrid Gross Anatomy Laboratory: Comparing Student Learning Outcomes

Publication Date

Spring 2026

Document Type

Capstone Project

Degree Name

Doctor of Physical Therapy

Department

Physical Therapy

First Advisor

Renee Theiss

Second Advisor

Dave Diers

Third Advisor

Melissa Naegele

Abstract

Background:

Availability of resources for teaching Gross Anatomy Laboratory Courses can necessitate changes in methods of teaching and learning. The COVID-19 pandemic transitioned many programs to completely online or hybrid course deliveries, creating a unique opportunity to compare student learning outcomes across in-person, online, and hybrid formats. Limited research comparing student outcomes based on course delivery within Doctor of Physical Therapy (DPT) programs exists.

Purpose:

The purpose of this study was to evaluate the impact of in-person, online and hybrid modes of Gross Anatomy Lab courses on exam scores in a DPT Program.

Methods:

A retrospective, quantitative study of DPT students who participated in full in-person labs (2017-2019, 2023-2024), fully online labs (2021), and hybrid labs (2022). Graphs, data tables, and statistical analyses of collected exam score data were performed. data was visualized using Box and Whisker Plots.

Results:

Course delivery and learning formats did not affect average student exam scores overall. An increased score variability was noted during the hybrid format for the back, pelvis, and lower limb exams. Additionally, more outlier exam scores were seen in the online course delivery of Gross Anatomy I exams.

Conclusion:

Gross Anatomy courses designed with a rigid format, uniform teaching styles, and utilizing one course delivery method can impact student outcomes. Teaching of different body regions may necessitate a changes in the course formats to best fir the various learning styles of students.

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