African Medical Educators and Anatomy Teachers’ Perceptions and Acceptance of the Anatomage Table as an EdTech and Innovation: A Qualitative Study (original) (raw)
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Journal of Education, Society and Behavioural Science
This article presents the experience and reflections of medical educators following the introduction of the Anatomage table, an educational technology or EdTech to our medical school for the purpose of supporting the teaching of anatomy and related basic medical sciences to medical school. It was considered a critical need by the stakeholders including the institutional and departmental leadership to consider the teachers' experiences following initial exposure and use, as well as their insights and reflections. The approach was a mixed method, whereby the teachers responded to a 12-question structured and validated questionnaire and upon written informed consent, participated in a focus group discussion [FGD] activity. The questionnaire provided vital data on insights, experiences and reflections of the medical educators following their exposure to the EdTech while the FGD provided qualitative information on similar themes. The questionnaire data is presented as charts or figur...
Medical Students Perception of Anatomage: A 3D Interactive (Virtual) Anatomy Dissection Table
IntroductionThe rising number of Medical Schools and the increasing demand for cadavers, amid its scarcity, has prompted the search for alternatives in Anatomy Education. This study assessed students’ thought of the use of Anatomage as an Anatomy teaching and learning tool in medical school.MethodsA five-point scale questionnaire with a free hand comment section was completed by 50 medical students exposed to the use of Anatomage alongside the traditional cadaveric dissection for 2 academic sessions.ResultsOur results findings showed that there were preference pattern variations in the use of the Anatomage for various fields of anatomy such as Gross Anatomy (48%), Histology (46%), and Neuroanatomy (2%) respectively. Furthermore, 66% opined that Anatomage and Cadaveric dissection should be complementary in teaching and learning anatomy. However, been satisfied with Anatomage was 76% (52% completely and 24% generally agreed respectively), while Anatomage increasing their interest in A...
Learning of Anatomy with a Virtual Dissection Table: our Immediate Impression of the Anatomage Table
Article, 2021
Anatomy is an essential subject in medical and health science programmes. However, it is perhaps the most challenging to students compared to other basic medical science subjects. Although learning anatomy with dissection of cadavers has been the default choice, a range of interactive multimedia devices and virtual visualization software has been available since 2002, for instance, "The Living Human Project". Emerging technologies have made studying anatomy via three-dimensional visual models increasingly prevalent. The virtual anatomy dissection tables are recent entries and have added to the options available for medical and health science programmes when considering learning tools for their students. A human-size 3D interactive table, the Anatomage table 7 (AT-7), is perhaps the most advanced digital visualization system for anatomy education currently available. AT-7 is a virtual library of human and animal cadavers, which provides a clinical diagnostic tool by visualization of computerized tomography, cone-beam computed tomography or magnetic resonance imaging scan. This present article describes our experience as faculties with the Anatomage table in the process of teaching anatomy. Students and faculty members exposed to AT-7 for six months completed a survey on the effectiveness of the AT-7 in learning anatomy. Response was collated and analysed, results showed that though AT-7 enhanced learning and knowledge of anatomy, it would not be able to stand alone in our local setting, though promising in upcoming medical educational training, is essentially an atlas of anatomy, compared with cadaver.
Journal of occupational therapy education, 2022
Technology has transformed health science education delivery over the past decade. Students in all health science disciplines must learn and master anatomy to be successful in their education and career. Several virtual resources are available to learn anatomy. The University of Texas Medical Branch introduced Anatomage Table to its entry-level occupational therapy doctoral (OTD) students in 2021 to supplement anatomy learning. As students' usage of educational technology depends on perceived usefulness, user-friendliness, and positive user experience, this study explored the experiences and perceptions of the students regarding the use of Anatomage Tables to learn anatomy. Students in the class of OTD 2024 were asked to complete an anonymous survey. Thirty valid responses were received. Around 80% of the respondents perceived the Anatomage Table as a useful resource and reported a positive experience using the table. Nearly half of the respondents perceived the table as user-friendly. Respondents stated that the table helped them review learned materials, visualize anatomical structures, self-assess their anatomy knowledge, and avoid the hassle associated with cadaver lab requirements and restrictions. Results suggest that Anatomage Table may be a useful supplemental resource to teach anatomy for entry-level OTD students. However, students may need adequate training and orientation at the beginning of the semester to successfully utilize the resource.
COVID-19 pandemic has created a lot of turmoil in medical teaching, the magnitude of impact is many folds in the subject of anatomy, as it is practical based. A major challenge for anatomy teachers is to replicate the experience of practical exposures. These exposures range from cadaveric dissection to demonstration of bones, museum specimens, and histology slides, where they will have interactive communication with students, and thus help in the enhancement of communication and clinical skills among them. In recent days, anatomy teachers throughout the globe started using various advanced technology to make the teaching-learning session more interesting. In pre-pandemic era, usage of such advancements in information and communication technology was a 'choice'. But pandemic has changed the situation drastically, what was a 'choice' earlier is now an 'obligation.' Presently although infection rate is low, vaccination rate is high, most of the medical schools reopened for usual offline teaching, still body donation is all time low making the situation 'back to square one'. Keeping such unprecedented situations in mind, we need to incorporate various innovative educational technologies in day-today teaching-learning methodologies.
Use of Anatomage Virtual Dissection table for Teaching Anatomy in Medical College
Pakistan Journal of Medical and Health Sciences
Background: Conventional teaching methodology for subject of Anatomy by use of cadaver is becoming obsolete because of unavailability of cadaver to the medical institutes. Anatomy is an important subject in basic medical sciences, thus need to be taught in depth in early year of medical curriculum. As availability of cadavers for teaching Anatomy has become extremely difficult. Aim: To evaluate students’ opinion on the use of the Anatomage 3 D virtual dissection table as an additional teaching tool to cadaver dissection in studying anatomy and understanding the relations of structures. Methods: A descriptive retrospective study was held at the department of Anatomy Azra Naheed Medical College. An electronic questionnaire was given to 2nd year MBBS students in which 6 questions regarding opinion of students who were taught through cadaveric specimen & 3D Anatomage table, regarding use of 3D Anatomage for active learning of anatomy topics. Results: Present study showed that the most o...
The Role of Technology in Anatomy Teaching: Striking the Right Balance
Advances in Medical Education and Practice, 2020
Background: This study assesses the scope for using technology to supplement the undergraduate anatomy curriculum at medical school. Methods: A narrative literature review explored the current landscape of anatomy learning. Medical student usage and preferences of technological interventions for anatomy learning were then explored through a cross-sectional survey. Results: The literature review revealed the current teaching strategies for anatomy learning, exploring recent multimedia innovations. The survey demonstrated that technology usage was ubiquitous among medical students with 98% of medical students owning smartphones. Medical education apps were used by 64.3% of medical students, with 61.9% of these apps covering anatomy, and 60.4% of students preferring traditional cadaveric teaching to other technological interventions. Conclusion: Novel technological innovations present the opportunity to deliver accessible and standardised teaching of anatomy to medical students. Many students already use smartphone applications as part of their anatomy learning. Uptake of smartphones and other devices provides opportunities to reach larger target audiences. However, traditional cadaveric teaching remains the learning resource of choice for medical students, and technological interventions are best designed as adjuncts or supplements to cadaveric teaching.