Regional-based approach during anatomy coursework results in better academic performance than systemic-based approach

Abstract Background The study of human anatomy is of major importance in health sciences, including sports and exercise undergraduate programs. There are some approaches to human anatomy teaching, such as systems-based gross anatomy course and regional-based gross human anatomy course, both ways are highly recommended, but, to the best of our knowledge, no study compared the difference between them on academic performance and attendance to class. Objective To evaluate the academic performance of undergraduate students enrolled in human anatomy courses taught by systems-based or regional-based approaches. Methods: The final grade and class attendance of 141 Sport and Exercise Science Undergraduate Students who attended the functional human anatomy of the locomotor apparatus coursework were analyzed. Of the participants enrolled, 70 students were enrolled in the systems-based gross human anatomy approach (SAG) and 71 students were enrolled in the regional-based gross human anatomy approach (SEG). Results: Students enrolled in SEG (7.3 [2.0]) had better academic performance (U = 1804.5, p = 0.005; r = 0.274 [0.09–0.44]) than SAG (6.6 [1.6]). Class attendance was higher in SEG (60 [8]) compared to SAG (60 [7]) (U = 1919.5, p = 0.015; r = 0.228 [0.040–0.399]). Conclusion: SEG leads to better academic performance in the anatomy gross course and higher attendance compared to SAG.