The development of interactive online learning tools for the study of Anatomy (original) (raw)
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Using computer-based interactive imagery strategies for designing instructional anatomy programs
Clinical Anatomy, 2005
In an effort to design and implement effective anatomy educational programs, this study was conducted to evaluate students' perceptions toward using two computer-based self-directed instructional modules (e.g., digestive system and canine skull) that were designed utilizing interactive imagery strategy for teaching and learning veterinary anatomy. Sixty-eight freshmen veterinary students and one graduate student participated in this study. Open-ended and close-ended questionnaires were administered to evaluate the utilization of computer-based interactive imagery strategy in developing anatomy instructional programs, and to collect data about the students' perceptions toward the use of interactive images in teaching and learning of anatomy. Means and standard deviations were calculated and analyzed for close-ended items. The open-ended questionnaire items were analyzed to identify shared patterns or themes in the students' experience after using the two instructional anatomy modules. Students reported positive attitudes toward the interactive imagery strategy used in the development of computer-based anatomy modules. Based on our findings, this study outlines the characteristics of effective instructional images that will serve as guidelines for the preparation and selection of anatomical images, as well as, how to utilize these images to develop computer-based instructional anatomy programs. Students perceived interactive imagery as an effective design strategy that helped them learn anatomical concepts. Clin.
Advances in Experimental Medicine and Biology, 2019
The introduction of online learning and interactive technology into tertiary education has enabled biomedical science and medical faculties to provide students with quality resources for off-campus study. This encompasses online self-directed learning, interactive blogs, quizzes, recordings of lectures and other resources. In addition, textbooks are now supplemented with interactive online learning tools, meaning that the student now has more accessibility than ever to engage with content. However, in biomedical sciences and medicine, technology has also enhanced the in-classroom experience. Anatomical and physiological visualisations in virtual, augmented and mixed reality provide students with an unprecedented ability to explore virtual content in-class, while learning remains structured by the facilitator and teaching team. This chapter will provide insights into the past use of technology to enhance off-campus learning, and then focus on the range of visualisations utilised within the laboratory or classroom in order to facilitate learning in biomedical sciences and medicine, including: augmented reality, virtual reality; mixed reality and Holograms; 3D printing; simulated dissections and anatomy simulation tables; and "Smart" tablets and touchscreen devices.
The relative effectiveness of computer‐based and traditional resources for education in anatomy
Anatomical Sciences Education, 2013
There is increasing use of computer–based resources to teach anatomy, although no study has compared computer‐based learning to traditional. In this study, we examine the effectiveness of three formats of anatomy learning: (1) a virtual reality (VR) computer‐based module, (2) a static computer‐based module providing Key Views (KV), (3) a plastic model. We conducted a controlled trial in which 60 undergraduate students had ten minutes to study the names of 20 different pelvic structures. The outcome measure was a 25 item short answer test consisting of 15 nominal and 10 functional questions, based on a cadaveric pelvis. All subjects also took a brief mental rotations test (MRT) as a measure of spatial ability, used as a covariate in the analysis. Data were analyzed with repeated measures ANOVA. The group learning from the model performed significantly better than the other two groups on the nominal questions (Model 67%; KV 40%; VR 41%, Effect size 1.19 and 1.29, respectively). There ...
2019
Teaching anatomy has traditionally been restricted to didactic lectures and cadaveric dissection, where students are required to rote learn, without focus on analysis, conceptualisation, and clinical reasoning. A shift in pedagogical practices has occurred with rapidly developing online technologies now embedded within many university degree programs. Anatomy education has evolved to include new teaching modalities, such as computer-assisted learning including the use of 2D images or 3D models, web-based interactive games, virtual reality, augmented simulation, and haptics. Dissection courses have been found to be time-consuming and expensive, and in many universities, time committed to teaching is on the decline, there are increased costs associated with running body donation programs, and larger student numbers have led to fewer laboratory sessions available to students for learning. This chapter focuses on the use of digital atlases as a useful supplement to teaching anatomy in not only medical but all the allied health professions.
Education in the Digital Age: Technological Trends in Anatomy Education
2019
New developments in medicine and health sciences produced high volume knowledge. However, the more knowledge led to narrowing in duration of anatomy education given to students. For this reason, it may be useful for teachers who teach anatomy to use alternative learning strategies and alternative educational tools, including today’s interactive digital technologies, to enhance the effectiveness of anatomy teaching. This research is a literature review study. In order to reveal the current situation and to make it better understandable, the research is based on the review of the literature. In this study, it is observed that use of interactive digital technologies in anatomy education is insufficient and no so widespread. Therefore, the aim of this study is to reveal the significance of interactive digital technologies that can be used in anatomy education. In accordance with this aim, the study mentioned about some important digital technologies and teaching strategies such as flipp...
Using multimedia and Web3D to enhance anatomy teaching
Computers & Education, 2007
Anatomy teaching is undergoing significant changes due to time constraints, limited availability of cadavers and technological developments in the areas of three-dimensional modelling and computerassisted learning. This paper gives an overview of methods used to teach anatomy to undergraduate medical students and discusses the educational advantages and disadvantages of using three-dimensional computer models. A Ôwork in progressÕ account is then given of a project to develop two Web3D resources to enhance undergraduate tuition of the nervous system. Our approach is to support existing curricula using advanced modelling tools and a variety of delivery mechanisms.
Exploring the use of a digital anatomy learning platform in a second-year medical student cohort
Anatomical Sciences Education, 2024
Globally, anatomy is considered a foundational medical science that is taught to the majority of health professionals, generally within the early years of their undergraduate studies. Anatomical sciences are fundamental in assisting students in understanding the structure of the typical human body and are widely considered to be the cornerstone of medicine. 1 Although anatomy has been taught for many years, the methods for teaching have remained largely the same, consisting mainly
Is learning anatomy facilitated by computer-aided learning? A review of the literature
Medical Teacher, 2009
Background: There is ongoing debate concerning the best way to teach anatomy. Computer-assisted learning (CAL) is one option for teaching anatomy and these resources are increasingly available. Aims: To assess the use of such resources in undergraduate medical student anatomy tuition. Method: Literature review. Results: Eight quantitative studies were found and these tended to report favourably. Though these educational packages can show improvement in knowledge, the studies tended to cover small areas of anatomy or were assessed in short courses. There were also several assessments of learner's attitudes to CAL which tended to report favourably in terms of educational satisfaction and enjoyment. Conclusions: There is insufficient evidence to show that these resources have a true place for replacing traditional methods in teaching anatomy. Further research should be conducted to determine how to use these resources in conjunction with current teaching methods or how their use can be integrated into the current anatomy curriculum.
Zygote Body: A New Interactive 3-Dimensional Didactical Tool For Teaching Anatomy
2012
Introduction: As medical education has progressed exponentially over the past decades, there are unanimous concerns regarding the decline in students' knowledge of anatomy. Teaching anatomies is becoming increasingly challenging as students are becoming more technology-dependent and have to gain an understanding of complex anatomical structures in a relatively short time. Zygote Body® is a novel interface with potential to facilitate learning of human anatomy. This study investigates its relevancy and appropriateness for use in anatomy education for medical students. Methods: After integration of the web-based application, questionnaires were used to gain feedback from first year medical students (n=73). Results: Data analysis revealed significant improvements in student's comprehension as well as their excitement for such innovations. Discussion: The software succeeds at engaging students and suggests that their comprehension of complex 3D structures was improved. However, because of its limitations, this web-based tool cannot be used as a definite tool for learning anatomy. Although multimedia may compliment the learning process, nothing can substitute living anatomy in a safe environment before handling patients.