Did the Rapid Transition to Online Learning in Response to COVID-19 Impact Students' Cognitive Load and Performance in Veterinary Anatomy?

This article examines the impact of the rapid transition from blended, in-person to fully online teaching of veterinary anatomy at James Cook University (JCU) during the COVID-19 pandemic, focusing on cognitive load and academic performance among first- and second-year veterinary students. Using a validated Cognitive Load Inventory, the study found no significant differences in intrinsic or extraneous cognitive load between 2019 (pre-pandemic blended learning) and 2020 (pandemic online learning) cohorts, but germane load—reflecting self-perceived learning—was significantly lower in 2020 for both year levels. Correspondingly, first-year students' academic performance declined significantly in 2020, whereas second-year students, who had prior in-person anatomy experience, showed no significant performance difference. The findings suggest that practical, hands-on components of anatomy are difficult to replicate online and that first-year students may be disproportionately affected by fully online delivery, highlighting the need for careful consideration of teaching methods and student support in veterinary anatomy education during and beyond pandemic conditions.