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Data were collected in fall 2020 and winter 2021, and 166 student responses were analyzed with by-person factor analysis. Three distinct subgroups emerged: technology-comfortable students, those dissatisfied with delivery including evaluations, lab assignments, and lecture volume, and students positive about tutorial activities and teaching assistant guidance. Across groups, preferences favored physical specimens and faculty-made practice questions over the large number of online specimens available for review. Findings indicate an overall positive attitude shift toward online delivery over semesters and inform future online or blended anatomy education under continuing pandemic uncertainty.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-q-methodology-to-evaluate-student-perceptions-of-online-anatomy-in-the-time-of-covid-19/596351/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-q-methodology-to-evaluate-student-perceptions-of-online-anatomy-in-the-time-of-covid-19/596351.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of this study on online anatomy during COVID-19?","Question",{"text":112,"@type":113},"To determine which aspects of an online anatomy course students most preferred and most disliked using Q-methodology.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the data collected and analyzed?",{"text":117,"@type":113},"Data were collected in fall 2020 and winter 2021, and 166 student responses were analyzed via by-person factor analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the three student subgroups generally represent?",{"text":121,"@type":113},"Group 1 reported comfort with required technology skills; Group 2 expressed dissatisfaction with multiple delivery elements; Group 3 was characterized by happiness with tutorial activities and guidance from teaching assistants.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596351,1792736479,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 14 | Issue 2 | Article 11 |\n| --- | --- |\n\nFall 10-15-2023  \nUsing Q-Methodology to Evaluate Student Perceptions of Online Anatomy in the Time of COVID-19  \nJessica Saini  \nMcMaster University, [sainij9@mcmaster.ca](sainij9@mcmaster.ca)[ ](sainij9@mcmaster.ca)[Danielle Brewer-Deluce](Danielle Brewer-Deluce)  \nMcMaster University, [brewerdd@mcmaster.ca](brewerdd@mcmaster.ca)[ ](brewerdd@mcmaster.ca)[Noori Akhtar-Danesh](Noori Akhtar-Danesh)  \nMcMaster University, [daneshn@mcmaster.ca](daneshn@mcmaster.ca)[ ](daneshn@mcmaster.ca)Anthony N. Saraco  \nUniversity of British Columbia, [anthony.saraco@ubc.ca](anthony.saraco@ubc.ca)[ ](anthony.saraco@ubc.ca)Ilana Bayer  \nMcMaster University, [bayer@mcmaster.ca](bayer@mcmaster.ca)[ ](bayer@mcmaster.ca)Courtney Pitt  \nMcMaster University, [pittc@mcmaster.ca](pittc@mcmaster.ca)  \nBruce Wainman  \nMcMaster University, [wainmanb@mcmaster.ca](wainmanb@mcmaster.ca)  \nFollow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)  \n[https://doi.org/10.5206/cjsotlrcacea.2023.2.14251](https://doi.org/10.5206/cjsotlrcacea.2023.2.14251)  \nRecommended Citation  \nSaini, J., Brewer-Deluce, D., Akhtar-Danesh, N., Saraco, A. N., Bayer, I., Pitt, C., & Wainman, B. (2023). Using Q-methodology to evaluate student perceptions of online anatomy in the time of COVID-19. The Canadian Journal for the Scholarship of Teaching and Learning, 14(2). [https://doi.org/10.5206/cjsotlrcacea.2023.2.14251](https://doi.org/10.5206/cjsotlrcacea.2023.2.14251)  \nUsing Q-Methodology to Evaluate Student Perceptions of Online Anatomy in the Time ofCOVID-19  \nAbstract  \nPursuant to pedagogical changes necessitated by the COVID-19 pandemic, this study was designed to determine which aspects of an online anatomy course students most preferred and most disliked using Q-methodology. Data were collected in fall 2020 and winter 2021, and 166 student responses were analyzed via by-person factor analysis. Three distinct subgroups were identified: Group 1 (n=66) reported being comfortable with the technology skills required for studying anatomy online; Group 2 (n=50) reported dissatisfaction with several elements of course delivery, including evaluations, laboratory assignments, and the amount of lecture content, believing that they were essentially“teaching [themselves]”; Group 3 (n=29) was characterized by being happy with tutorial activities and the guidance received from teaching assistants. Common to all groups was the preference for physical rather than virtual specimens and for faculty-made practice questions as opposed to the overwhelming number of online specimens available for review. There was an overall positive attitude shift among students regarding online delivery across semesters. Given ongoing uncertainty surrounding the pandemic, these findings provide important considerations for future potential online/blended classes on anatomy education.  \nSuite aux changements pédagogiques nécessités par la pandémie de la COVID-19, cette étude, qui a été menée en employant la méthodologie Q, a été conçue afin de déterminer quels aspects d’un cours d’anatomie en ligne les étudiants et les étudiantes préféraient le mieux et aimaient le moins. Les données ont été rassemblées en automne 2020 et en hiver 2021, et les réponses de 166 étudiants et étudiantes ont été analysées au moyen de l’analyse factorielle par personne. Trois sous-groupes distincts ont été identifiés : le groupe 1 (n=66) a déclaré être à l’aise avec les compétences technologiques exigées pour étudier l’anatomie en ligne, le groupe 2 (n=50) a exprimé son mécontentement par rapport à plusieurs éléments concernant la manière dont le cours avait été enseigné, y compris les évaluations, les travaux de laboratoire et la quantité de cours magistaux, et adéclaré qu’en fin de compte, ils « s’étaient enseigné à eux-mêmes », et le groupe 3 (n=29) a été caractérisé par l","cbCaiobIFBb7hIhp","https://ap.wps.com/l/cbCaiobIFBb7hIhp","pdf",307335,21,"English","# Abstract\n## Study design and data collection\n## Participant subgroups and findings\n## Common preferences and implications","[{\"question\":\"What was the purpose of this study on online anatomy during COVID-19?\",\"answer\":\"To determine which aspects of an online anatomy course students most preferred and most disliked using Q-methodology.\"},{\"question\":\"How were the data collected and analyzed?\",\"answer\":\"Data were collected in fall 2020 and winter 2021, and 166 student responses were analyzed via by-person factor analysis.\"},{\"question\":\"What did the three student subgroups generally represent?\",\"answer\":\"Group 1 reported comfort with required technology skills; Group 2 expressed dissatisfaction with multiple delivery elements; Group 3 was characterized by happiness with tutorial activities and guidance from teaching assistants.\"}]","Using Q-Methodology to Evaluate Student Perceptions of Online Anatomy in the Time of COVID-19 | PDF",1792082920,53]