Development of Digestive System Video for Learning Anatomy in Pandemic Era (original) (raw)
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Surgical and Radiologic Anatomy
Purpose The suspension imposed on Universities due to COVID-19 pandemic impeded students' educational opportunities. Alternative teaching modalities have been used. Substitution of dissection courses on cadavers was a great challenge. Present study investigates students' view on the efficacy of the "online" pre-recorded "dissection educational videos" (DEVs) in assisting anatomy teaching, aiming to modernize the lectures and reinforce comprehension. Methods The adequacy of the "online" anatomy courses and a possible new teaching modality were evaluated by the 2nd year pre-graduate students, employing an online questionnaire. Results One hundred and ninety-six volunteer students participated. Before the pandemic, 78.1% of the students constantly attended the "auditorium-based" lectures and 73% used self-teaching tools (STTs) for a better understanding of anatomy. During pandemic, a slight lower frequency (76%) attended the "online" lectures and a higher frequency (84.2%) used at least one STT. Up to 59.2% of the students disagreed with the permanent replacement of the "auditorium-based" by the "online" lectures, while 62.8% supported the idea of parallel conduction of the lectures. Combined teaching tools were the most preferred resources. 83.2% of the students stated that the dissection labs' cancellation negatively affected their education, and 75.5% supported the permanent addition of the pre-recorded DEV series in the lectures. Conclusions COVID-19 pandemic created the temporary need for pure remote education. During lockdown, the use of STTs has significantly increased. A novel teaching modality (DEV series), presented in the study, can be used both as educational material and as a STT.
Acta Mechanica Slovaca
Education of human anatomy has a long history and as one of the core subjects in medicine and biomedicine it was taught using mostly traditional teaching methods. However, advances in information and communication technologies brought various modernizing approaches to present individual topics in more illustrative and attractive ways even in presence and distance teaching forms. Due to these facts, there are extensive discussions about suitable methods of delivering anatomical knowledge between professionals all around the world. It is because a deep understanding of anatomy is essential for later safe clinical practice. The lack of cadavers, teaching hours in curricula, resources but also increasing number of students forced us to change present teaching methods to more sophisticated alternatives utilizing combination of dissections and available imaging and multimedia resources. Therefore, the methodology to support teaching of anatomy and the system to share our multimedia education outputs of human anatomy across faculties were developed and integrated into curricula.
YouTube: An emerging tool in anatomy education
Anatomical sciences education, 2012
The use of online social networks in medical education can remodel and enhance anatomy teaching and learning; one such network is the video-sharing site YouTube. Limited research in the literature exists on the use of YouTube as a platform for anatomy education. The aim of this study is to assess student's perceptions and patterns of usage of this resource, as well as the effectiveness of YouTube videos within a problem-based learning (PBL) curriculum. The study was conducted on 91 second-year medical students for whom video links were suggested throughout the academic year. In addition, the Human Anatomy Education (HAE) Channel was launched on YouTube to support classroom teaching with videos that emphasized applied aspects of anatomy. The results demonstrated that 98% of the students used YouTube as an online information resource, albeit in different frequencies. Out of the 86% who have been to the HAE Channel, 92% agreed/strongly agreed that the channel helped them learn anatomy. The study also reports the popularity of and awareness about using YouTube as a social network as well as in learning. Based on these findings, YouTube can be considered as an effective tool to enhance anatomy instruction if the videos are scrutinized, diversified, and aimed toward course objectives. Faculty of average computer literacy should be enabled to produce videos on their own YouTube channels to support independent learning and integration in a PBL curriculum. The methods described for capturing and editing the videos can be used as a prototype. Anat Sci Educ. © 2012 American Association of Anatomists.
Helping medical students with online videos
Many beginning medical students have difficulty understanding lectures in specialized courses such as physiology. Class lectures can be supplemented by online videos to help students fill the gaps in their background knowledge. The presentation aims to show the following: (i) How online videos can be integrated in medical courses. (ii) The advantages of integrating online videos: They are free, provide variety of topics, speakers, difficulty level, can be easily downloaded to laptop or mobile phone and can be viewed anywhere and anytime. (iii) Give samples of websites where online langue learning videos can be downloaded. (iv) Criteria for selecting videos: Video length in minutes, topic familiarity, difficulty level, speed of the speakers, students’ proficiency level, and students’ interests. Videos can provide global systems, current local and global issues, human values, and history. (v) Skills that can be developed through online supplementary online videos. (vi) Types of tasks that can be designed based on online videos selected. (vii) How teachers can create student-centered activities based on the videos selected. (viii) Phases of teaching and learning with online videos: Before watching a video, while watching the video and after watching the video. (ix) Evaluation and assessment. (x) Sample videos and give sample tasks and activities.
Development Of Stem-Based Interactive Multimedia On Human Digestive System For Elementary School
Elementary School Journal PGSD FIP UNIMED, 2023
This study aims to determine the feasibility of using STEM-based interactive multimedia on human digestive system for elementary school. This research is a Research and Development which refers to the ADDIE model which consists of 5 stages, namely the analysis, design, development, implementation, and evaluation stages. Data collection techniques in this study were observation, interviews, and validation. This research was conducted in class V. The results showed the multimedia was valid in terms of media by 91,20%, in terms of material by 94.44%, and in terms of instructional design by 93,33%. This multimedia is "Very Feasible" for participants touse in learning education. Furthermore, the results of the assessment from the teacher obtained 93% and limited trials by students obtained 94% which is in the very good category.
Alternatives to laboratory animals : ATLA, 2004
Alternatives and their teaching are an essential part of the curricula at the Faculty of Medicine. Dynamic screen-based video recordings are the most important type of alternative models employed for teaching purposes. Currently, the majority of teaching materials for this purpose are based on PowerPoint presentations, which are very popular because of their high versatility and visual impact. Furthermore, current developments in the field of image capturing devices and software enable the use of digitised video streams, tailored precisely to the specific situation. Here, we demonstrate that with reasonable financial resources, it is possible to prepare video sequences and to introduce them into the PowerPoint presentation, thereby shaping the teaching process according to individual students' needs and specificities.
Students’ Perceptions and Usage of Short Anatomy Videos: A Preliminary Study
International Journal of Morphology, 2018
The efficacy of videos in anatomy education is still being debated. It appears that one of the major factors discouraging learners to use videos has been their length. To counteract this, 24 short videos (the longest lasting 1 minute and 13 seconds), were created for a course on musculoskeletal anatomy. Videos focused on identification of muscles of the limbs and their relations by area. The aim of this preliminary study was to assess students' perception of value of the videos and their utilisation. The number of views for each video was recorded. A questionnaire based survey was carried out focusing on students' perception of the educational usefulness of the videos. On average, each video had 339.5 views. Out of 312 students enrolled in the course, 210 completed the survey (67.3 % response rate). A total of 181 respondents (86.2 %) watched the videos and a majority perceived them useful in: Learning about the anatomy of the limbs (68 %), preparation for the laboratory (56.9 %), post-laboratory revision (65.6 %) and preparation for the practical test (66.3 %). Asked for feedback, students requested an increase in the number of videos to include structures other than muscles. Students reported to perceive videos as a useful resource in their musculoskeletal anatomy course. The shortness of the videos made them easy to access and use repeatedly. Future, more in-depth studies, based on the utilisation of the existing and newly produced videos, might throw more light on their full educational potential.
Anatomy education of medical and dental students during COVID-19 pandemic: a reality check
Purpose During this forced down-time of COVID-19 pandemic, shift to virtual anatomy education is the solitary solution to support the learning of students. The purpose of this study was to understand the visible and invisible potential challenges being faced by the 1st year medical and dental students while attending digital anatomy classes. Methods The present study was conducted on 81st year medical and dental students who were admitted to their respective college in August 2019 and were willing to participate in the study. A multiple choice close-ended questionnaire regarding their opinion on virtual classes was designed and feedback was taken from the students. Results Majority (65%) of the students agreed that they missed their traditional anatomy learning i.e., dissection courses, face to face lectures and interaction with mentors. The students strongly felt the lack of confidence and difficulty in the topics completed without dissections, models, microscopic slides and other modalities. 83% felt lack of proper gadgets, high-band width and strong internet connections, a potential barrier in their digital learning. Lack of self-motivation was felt by 69% students. Conclusions The current situation of anatomy education is not intentional, and is not the long term silver bullet solution for a visual subject like anatomy. Though learners face a lot of challenges, however, a shift to online must be supported at this time of health crisis. As the digital learning may go for indefinite period, the feedback of students may be helpful for relevant and timely modifications in digital anatomy education.
2013: Tips for Using YouTube in Medical Education
IRAQI J MED SCI, 2013
The role of online social networks in our everyday life has become crucial and undeniable. YouTube is a mainstay in online social networks. Created in 2005, YouTube is the third most visited Web site on the internet. Its educational value has been exemplified by the establishment of YouTube Education. Given the relative easiness of producing and uploading videos on YouTube and its free content, it has become a pool of a huge quantity of educational videos in different specialties uploaded by students and teachers. This paper aims to provide hints on effective usage of YouTube in medical education by evaluating an already existing video in order to recommend it to your students and by highlighting how to create and optimize your educational videos.