Abstract
Practical classes are an integral part of learning human anatomy. The importance of utilising 3-dimensional resources (such as cadavers and skeletons) is only overshadowed by the teacher/student interactions when determining a positive learning experience. As student diversity in Higher Education increases, teaching approaches must also evolve. This study was developed in response to increased student diversity within an anatomy course. It aimed to compare allied health students’ perceptions of anatomy practical classes delivered via two different formats. In 2018, a team-taught format (comprising a lead demonstrator (LD), clinical demonstrator (CD) and near-peer demonstrator (NPD)) was introduced at the large, metropolitan campus, while the smaller regional campus continued the sole-taught format. Student data were collected via anonymous online surveys and interviews. Quantitative data were analysed using ANOVA or appropriate non-parametric testing and qualitative data