Factors influencing students’ use of technology-enhanced learning (TEL) resources in anatomical education

The use of technology-enhanced learning (TEL) resources is now ubiquitous within anatomy education. Multiple studies have investigated the effectiveness of TEL and have established positive outcomes with regard to assessment outcomes and student satisfaction. However, little research has examined the experience of students engaged in a multi-faceted, multi-modal anatomy curriculum. Therefore, this study set out to explore the factors that influence student perceptions and use of TEL resources for studying anatomy. By first employing a systematic literature review, this study appraises the current methods of TEL evaluation, revealing a predominantly quantitative approach to evaluation. To improve the current understanding of student experiences, an exploratory sequential mixed methods design was employed to investigate the perceptions of medical students at the University of Leeds. Firstly, a new survey scale was developed based upon existing scales within anatomy TEL evaluation surveys and upon the conceptual framework. Next, the scale was piloted with Year 2 medical students (α=0.891; N=131) and analysed using exploratory factor analysis (EFA), the results from which were used to inform the development of focus group questions. Survey respondents (N=12) were recruited to three focus groups which provided further insight into the factors influencing TEL engagement. Finally, the survey scale was adapted following triangulation of both the quantitative and qualitative findings. The refined scale was completed by 129 medical students and analysed using EFA, the results from which revealed the final 23- item Anatomy TEL Utility scale with four emergent factors: (1) affective attitude towards TEL (α=0.850); (2) perceived effectiveness (α=0.785); (3) resource design (α=0.626); (4) personal norms and social influence (α=0.656). The findings from this study revealed students view TEL positively and appreciate the increased flexibility, accessibility, and efficiency offered by many resources. In addition, due to time constraints and an overwhelming number of available resources online, students have a preference for institutionally-provided resources. Moreover, when selecting which resources to engage with, students are influenced by resource design and perceived effectiveness. That is, the aesthetic appeal, and the perceived value of the resource in achieving personal goals. Furthermore, the findings shed light on the significant influence educators have in determining students’ perceptions of and engagement with TEL resources. The findings from this study can support anatomy educators in understanding how and why students engage with learning resources. In addition, this study provides a theoretical, practical and methodological contribution to the field of anatomy education research.