Open educational resources (OER) can help improve the affordability of higher education. While the impacts of OER on student success and cost savings have been studied in some areas, the literature lacks evidence for undergraduate anatomy and physiology. Additionally, the potential impact OER has on student enrollment choices in undergraduate anatomy and physiology remains unstudied. The cost of textbooks has been a notable hurdle to higher education participation and success, particularly among minority and underserved populations. This study aimed to evaluate the impacts of OER on affordability (cost), access (enrollment), and student success. A mixed-methods approach was used to answer the research questions. Quantitative analysis was performed using Wilcoxon rank-sum testing, the chi-square test for independence, analysis of variance testing, and a difference-in-difference linear regression to assess differences in student enrollment and academic success between two three-year periods before and after adopting OER-enabled pedagogy. Estimated cost savings were also calculated. Additionally, a phenomenological qualitative approach, utilizing semi-structured interviews, was employed to gain an understanding of the experiences of faculty and students in teaching and learning with OER. The quantitative and qualitative findings provide evidence and context regarding the impacts and perceptions of OER and OER-enabled pedagogy in undergraduate anatomy and physiology courses.

Keywords

OER · affordability · access · student success · anatomy · physiology