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Latre-Navarro L, Quintas-Hijós A, Sáez-Bondía MJ. The combined effects of an anatomy program integrating drawing and gamification on basic psychological needs satisfaction among sport sciences students: Results of a natural experiment. ANATOMICAL SCIENCES EDUCATION 2024; 17:366-378. [PMID: 37990473 DOI: 10.1002/ase.2358] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/03/2023] [Revised: 11/02/2023] [Accepted: 11/06/2023] [Indexed: 11/23/2023]
Abstract
According to self-determination theory, the need for competence, autonomy, and relatedness has been associated with intrinsic motivation. Fulfilling basic psychological needs can lead to better learning, academic performance, and well-being. In this study, an anatomy program integrated gamification and drawing methods to explore their influence on basic psychological needs satisfaction and potential learning implications. Basic psychological needs outcomes of sport sciences students were compared to test the effects of the Observe-Reflect-Draw-Edit-Repeat (ORDER) method and gamification (experimental condition) versus a non-ORDER and non-gamified program (control condition). These two different 30-h (7-week) anatomy education programs were implemented at two Spanish public universities with 116 first-year sport sciences students. Pre and post-treatment measurements were collected using the Basic Psychological Needs Satisfaction Scale. Statistical analyses included independent samples t-tests, ANCOVAs, and factorial repeated measures ANOVAs 2 × 2 (time × treatment). The gamified ORDER program achieved higher satisfaction scores in basic psychological needs compared to the control group (t = 2.98, p = 0.004, d = 0.54). Additionally, an interaction effect between time and treatment was observed (p = 0.042,η p 2 = 0.038). Treatment and interaction effects were observed for 'autonomy' (p = 0.003,η p 2 = 0.074) and 'competence' satisfaction (p = 0.048,η p 2 = 0.035). A time effect was found for 'relatedness' in the control group, but no significant treatment or interaction effects were identified. The causes of these effects are debated in the study, as well as the limitations. These findings support the notion that students' basic psychological needs are better satisfied in anatomy education with the implementation of this multimethod educational intervention based on ORDER and gamification.
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Affiliation(s)
- Lorena Latre-Navarro
- Department of Human Anatomy and Histology, Faculty of Health and Sport Sciences, University of Zaragoza, Huesca, Spain
| | - Alejandro Quintas-Hijós
- Department of Education Sciences, Faculty of Human Sciences and Education, University of Zaragoza, Huesca, Spain
| | - María-José Sáez-Bondía
- Department of Specific Didactics, Faculty of Education, University of Zaragoza, Zaragoza, Spain
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2
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Pereda-Nuñez A, Manresa M, Webb SS, Pineda B, Espuña M, Ortega M, Rodríguez-Baeza A. Pelvic + Anatomy: A new interactive pelvic anatomy model. Prospective randomized control trial with first-year midwife residents. ANATOMICAL SCIENCES EDUCATION 2023; 16:843-857. [PMID: 37312278 DOI: 10.1002/ase.2304] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2022] [Revised: 05/12/2023] [Accepted: 05/15/2023] [Indexed: 06/15/2023]
Abstract
Detailed knowledge of female pelvic floor anatomy is essential for midwifery and other professionals in obstetrics. Physical models have shown great potential for teaching anatomy and enhancing surgical skills. In this article, we introduce an innovative physical anatomy model called "Pelvic+" to teach anatomical relationships in the female pelvis. The Pelvic+ model's value was compared to a traditional lecture in 61 first-year midwifery students randomly allocated to either the Pelvic+ (n = 30) or a control group (n = 32). The primary outcome measure was a quiz comprised of 15 multiple choice questions on pelvic anatomy. Participants were assessed at baseline (Pre-Test), upon completion of the intervention (Post-Test1) and 4 months afterward (Post-Test2). Satisfaction with the approach was assessed at Post-Test1. Increase in knowledge was greater and the approach more accepted among resident midwives when Pelvic+ was used instead of standard lectures. Four months after the intervention, the improvement in knowledge was preserved in the Pelvic+ group. This randomized study demonstrates that the Pelvic+ simulator is more effective than classical learning for pelvic anatomy education, and offers a higher level of satisfaction among students during the educational process. Medical students training in obstetrics and gynecology, or any professional who specializes in the female pelvic floor might also benefit from incorporation of the Pelvic+ model into their training program.
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Affiliation(s)
- Ana Pereda-Nuñez
- Gynaecology and Obstetrics Service, Hospital General of Granollers, Barcelona, Spain
| | - Margarita Manresa
- Department of Maternal Fetal Medicine, Hospital Clinic of Barcelona, Barcelona, Spain
| | | | | | - Montserrat Espuña
- Department of Maternal Fetal Medicine, Hospital Clinic of Barcelona, Barcelona, Spain
| | - Marisa Ortega
- Institut Medicina Legal i Ciències Forenses de Catalunya (IMLCFC), Department of Morphological Sciences of School of Medicine, UAB, Barcelona, Spain
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Harmon DJ, Attardi SM, Barremkala M, Bentley DC, Brown KM, Dennis JF, Goldman HM, Harrell KM, Klein BA, Ramnanan CJ, Richtsmeier JT, Farkas GJ. An Analysis of Anatomy Education Before and During Covid-19: May-August 2020. ANATOMICAL SCIENCES EDUCATION 2021; 14:132-147. [PMID: 33387389 DOI: 10.1002/ase.2051] [Citation(s) in RCA: 93] [Impact Index Per Article: 31.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2020] [Revised: 12/30/2020] [Accepted: 12/30/2020] [Indexed: 06/12/2023]
Abstract
Coronavirus disease 2019 (Covid-19) created unparalleled challenges to anatomy education. Gross anatomy education has been particularly impacted given the traditional in-person format of didactic instruction and/or laboratory component(s). To assess the changes in gross anatomy lecture and laboratory instruction, assessment, and teaching resources utilized as a result of Covid-19, a survey was distributed to gross anatomy educators through professional associations and listservs. Of the 67 survey responses received for the May-August 2020 academic period, 84% were from United States (US) institutions, while 16% were internationally based. Respondents indicated that in-person lecture decreased during Covid-19 (before: 76%, during: 8%, P < 0.001) and use of cadaver materials declined (before: 76 ± 33%, during: 34 ± 43%, P < 0.001). The use of cadaver materials in laboratories decreased during Covid-19 across academic programs, stand-alone and integrated anatomy courses, and private and public institutions (P ≤ 0.004). Before Covid-19, cadaveric materials used in laboratories were greater among professional health programs relative to medical and undergraduate programs (P ≤ 0.03) and among stand-alone relative to integrated anatomy courses (P ≤ 0.03). Furthermore, computer-based assessment increased (P < 0.001) and assessment materials changed from cadaveric material to images (P < 0.03) during Covid-19, even though assessment structure was not different (P > 0.05). The use of digital teaching resources increased during Covid-19 (P < 0.001), with reports of increased use of in-house created content, BlueLink, and Complete Anatomy software (P < 0.05). While primarily representing US institutions, this study provided evidence of how anatomy educators adapted their courses, largely through virtual mediums, and modified laboratory protocols during the initial emergence of the Covid-19 pandemic.
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Affiliation(s)
- Derek J Harmon
- Department of Anatomy, University of California, San Francisco, School of Medicine, San Francisco, California
| | - Stefanie M Attardi
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, Michigan
| | - Malli Barremkala
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, Michigan
| | - Danielle C Bentley
- Division of Anatomy, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Kirsten M Brown
- Department of Anatomy and Cell Biology, George Washington University School of Medicine and Health Sciences, Washington, DC
| | | | - Haviva M Goldman
- Department of Neurobiology and Anatomy, Drexel University College of Medicine, Philadelphia, Pennsylvania
| | - Kelly M Harrell
- Department of Anatomy and Neurobiology, Virginia Commonwealth University School of Medicine, Richmond, Virginia
| | - Barbie A Klein
- Department of Anatomy, University of California, San Francisco, School of Medicine, San Francisco, California
| | - Christopher J Ramnanan
- Department of Innovation in Medical Education, University of Ottawa, Ottawa, Ontario, Canada
| | - Joan T Richtsmeier
- Department of Anthropology, Pennsylvania State University, University Park, Pennsylvania
| | - Gary J Farkas
- Department of Physical Medicine and Rehabilitation, University of Miami Miller School of Medicine, Miami, Florida
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Curlewis K, Leung B, Perera M, Bazira PJ, Sanders KA. Clay-Based Modeling in the Anatomist's Toolkit: A Systematic Review. ANATOMICAL SCIENCES EDUCATION 2021; 14:252-262. [PMID: 32573101 DOI: 10.1002/ase.1996] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/14/2019] [Revised: 06/10/2020] [Accepted: 06/12/2020] [Indexed: 06/11/2023]
Abstract
Anatomical education has suffered from reduced teaching time and poor availability of staff and resources over the past thirty years. Clay-based modeling (CBM) is an alternative technique for teaching anatomy that can improve student knowledge and experience. This systematic review aimed to summarize and appraise the quality of the literature describing the uses, advantages, and limitations of CBM compared to alternative methods of teaching human gross anatomy to students or qualified healthcare professionals. A systematic search of Embase, MEDLINE, Scopus, and Web of Science databases was conducted, and the Medical Education Research Quality Instrument (MERSQI) was used to assess study quality. Out of the 829 studies identified, 12 papers met the inclusion criteria and were eligible for this review. The studies were of high quality, with a mean MERSQI score of 11.50/18. Clay-based modeling can be used to teach all gross anatomical regions, and 11 studies demonstrated a significant improvement in short-term knowledge gain in students who used CBM in comparison to other methods of learning anatomy. Eight studies that included subjective assessment showed that CBM is rated highly. However, some studies showed that students viewed CBM as juvenile and experienced difficulty making the models. Additionally, there is no evidence to suggest that CBM improves long-term knowledge. Clay-based modeling is an effective learning method for human gross anatomy and should be incorporated into the anatomists' toolkit. In the future, more randomized controlled studies with transparent study designs investigating the long-term impact of CBM are needed.
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Affiliation(s)
- Keegan Curlewis
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Kingston upon Hull, United Kingdom
- Brighton and Sussex Medical School, Brighton, United Kingdom
| | - Brook Leung
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Kingston upon Hull, United Kingdom
- Brighton and Sussex Medical School, Brighton, United Kingdom
| | - Manesha Perera
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Kingston upon Hull, United Kingdom
| | - Peter J Bazira
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Kingston upon Hull, United Kingdom
| | - Katherine A Sanders
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of York, York, United Kingdom
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Zemanova MA, Knight A. The Educational Efficacy of Humane Teaching Methods: A Systematic Review of the Evidence. Animals (Basel) 2021; 11:E114. [PMID: 33430457 PMCID: PMC7827170 DOI: 10.3390/ani11010114] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2020] [Revised: 12/16/2020] [Accepted: 01/05/2021] [Indexed: 02/07/2023] Open
Abstract
Humane alternatives to harmful educational animal use include ethically-sourced cadavers, models, mannequins, mechanical simulators, videos, computer and virtual reality simulations, and supervised clinical and surgical experiences. In many life and health sciences courses, however, traditional animal use persists, often due to uncertainty about the educational efficacy of humane alternatives. The most recent comprehensive reviews assessing learning outcomes of humane teaching methods, in comparison to harmful animal use, were published more than 10 years ago. Therefore, we aimed to collate and analyse the combined evidence from recent and older studies about the efficacy of humane teaching methods. Using specific search terms, we systematically searched the Web of Science, SCOPUS, and EMBASE databases for relevant educational studies. We extracted information on publication years, the country in which the study was conducted, field, humane teaching methods, form of learning outcome assessment, and the learning outcome of the humane teaching methods, in comparison with harmful animal use. We found 50 relevant studies published from 1968-2020, primarily stemming from the USA, UK, and Canada. Humane teaching methods produced learning outcomes superior (30%), equivalent (60%), or inferior (10%) to those produced by traditional harmful animal use. In conclusion, a wide-spread implementation of humane teaching methods would not only preserve learning outcomes, but may in fact be beneficial for animals, students, educators, and institutions.
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Affiliation(s)
- Miriam A. Zemanova
- Animalfree Research, Postgasse 15, 3011 Bern, Switzerland
- Centre for Compassionate Conservation, University of Technology Sydney, Ultimo, NSW 2007, Australia
- Oxford Centre for Animal Ethics, 91 Iffley Road, Oxford OX4 1EG, UK
| | - Andrew Knight
- Centre for Animal Welfare, University of Winchester, Winchester SO22 4NR, UK;
- School of Environment and Science, Nathan Campus, Griffith University, 170 Kessels Rd, Nathan, QLD 4111, Australia
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Gonzalez AA, Lizana PA, Pino S, Miller BG, Merino C. Augmented reality-based learning for the comprehension of cardiac physiology in undergraduate biomedical students. ADVANCES IN PHYSIOLOGY EDUCATION 2020; 44:314-322. [PMID: 32568005 DOI: 10.1152/advan.00137.2019] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
The integrated mechanisms of heart contraction are some of the most complex processes for undergraduate biomedical students to understand. Visual models have the potential to enhance learning environments by providing visual representations of complex mechanisms. Despite their benefits, the use of visual models in undergraduate classrooms is still limited. For this study, we tested the effect of a learning sequence of activities related to the cardiac cycle using an augmented reality (AR) application for smartphones and tablets. We were interested in understanding the ability of students to draw and label figures reflecting cardiac function after experiencing the learning sequence using AR. Undergraduate students of the biomedical sciences (control n = 43, experimental n = 58) were enrolled in the course, and their drawings were evaluated using multiple levels of complexity (1 = basic to 5 = complex) through a pre-/posttest structure that included a learning sequence based on AR in the experimental group and regular lecture-based activities in the control group. The complexity of students' drawings was evaluated on the anatomical, physiological, and molecular aspects of heart contraction. We used Cohen's kappa index for interrater reliability when determining the complexity of drawings. Control and experimental groups showed no differences in baseline knowledge (preexamination quiz). The students who experienced the AR activities showed an increase in the complexity of representation levels in posttest results and also showed a significant difference in scores for the final exam in the heart physiology course. Our results indicate that using AR enhances the comprehension of anatomical and physiological concepts of the cardiac cycle for undergraduate biomedical students.
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Affiliation(s)
- Alexis A Gonzalez
- Institute of Chemistry, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - Pablo A Lizana
- Laboratory of Morphological Sciences, Institute of Biology, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - Sonia Pino
- Center for Research in Educational Technologies (Costa Digital), Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - Brant G Miller
- Department of Curriculum and Instruction, University of Idaho, Moscow, Idaho
| | - Cristian Merino
- Institute of Chemistry, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
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7
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Dueñas AN, Finn GM. Body Painting Plus: Art-Based Activities to Improve Visualisation in Clinical Education Settings. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2020; 1260:27-42. [DOI: 10.1007/978-3-030-47483-6_3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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8
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Remmele M, Martens A. Using stereoscopic visualizations as templates to construct a spatial hands-on representation-is there a novelty effect? ADVANCES IN PHYSIOLOGY EDUCATION 2019; 43:93-98. [PMID: 30767668 DOI: 10.1152/advan.00180.2018] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Sculpting representations of human organs out of modeling clay is an acknowledged method of teaching anatomical structures. Because of its potential to provide detailed spatial information, stereoscopic imagery can be understood to function as a suitable template for such sculpting tasks. Currently, it is unknown whether the advantages of stereoscopic images for modeling structures result from enhanced depth impression alone, or whether task performance is impacted by factors such as situational intrinsic motivation and perceived competence while sculpting a human organ using stereoscopic imagery as template. To clarify these queries, 35 eighth-grade students constructed a representation of the nasal cavity consisting of modeling clay. After the working phase, their situational intrinsic motivation and their perceived competence were assessed by a paper-and-pencil test and then analyzed, as was the elaboration of the sculpted representations. A control group with 38 students working with nonstereoscopic visualizations functioned as a counterpart. Stereoscopic imagery outperformed nonstereoscopic imagery concerning the accuracy in elaborating structures within the representations. However, there was no difference between situational intrinsic motivation and perceived competence in the context of using the digital template for forming the representations. Within the cohort working with nonstereoscopic imagery, situational intrinsic motivation was correlated with task performance. In contrast, within the cohort working with stereoscopic imagery, there was no relation concerning this. The findings show that depth impression due to stereoscopic imagery can be utilized to construct template-close representations, independently of situational feelings. This independence from situational sensitivities indicates that low situational intrinsic motivation will not condemn students to poor task performance.
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Affiliation(s)
- Martin Remmele
- Institute of Biology and School Gardening, University of Education Karlsruhe , Karlsruhe , Germany
| | - Andreas Martens
- Institute of Biology and School Gardening, University of Education Karlsruhe , Karlsruhe , Germany
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9
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Eleazer CD, Scopa Kelso R. Influence of study approaches and course design on academic success in the undergraduate anatomy laboratory. ANATOMICAL SCIENCES EDUCATION 2018; 11:496-509. [PMID: 29314722 DOI: 10.1002/ase.1766] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/12/2017] [Revised: 10/29/2017] [Accepted: 12/04/2017] [Indexed: 05/14/2023]
Abstract
Many pre-health professional programs require completion of an undergraduate anatomy course with a laboratory component, yet grades in these courses are often low. Many students perceive anatomy as a more challenging subject than other coursework, and the resulting anxiety surrounding this perception may be a significant contributor to poor performance. Well-planned and deliberate guidance from instructors, as well as thoughtful course design, may be necessary to assist students in finding the best approach to studying for anatomy. This article assesses which study habits are associated with course success and whether course design influences study habits. Surveys (n = 1,274) were administered to students enrolled in three undergraduate human anatomy laboratory courses with varying levels of cooperative learning and structured guidance. The surveys collected information on potential predictors of performance, including student demographics, educational background, self-assessment ability, and study methods (e.g., flashcards, textbooks, diagrams). Compared to low performers, high performers perceive studying in laboratory, asking the instructor questions, quizzing alone, and quizzing others as more effective for learning. Additionally, students co-enrolled in a flipped, active lecture anatomy course achieve higher grades and find active learning activities (e.g., quizzing alone and in groups) more helpful for their learning in the laboratory. These results strengthen previous research suggesting that student performance is more greatly enhanced by an active classroom environment that practices successful study strategies rather than one that simply encourages students to employ such strategies inside and outside the classroom. Anat Sci Educ 11: 496-509. © 2018 American Association of Anatomists.
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Affiliation(s)
- Courtney D Eleazer
- Department of Biomedical Sciences, West Virginia School of Osteopathic Medicine, Lewisburg, West Virginia
| | - Rebecca Scopa Kelso
- Department of Biomedical Sciences, West Virginia School of Osteopathic Medicine, Lewisburg, West Virginia
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Akle V, Peña-Silva RA, Valencia DM, Rincón-Perez CW. Validation of clay modeling as a learning tool for the periventricular structures of the human brain. ANATOMICAL SCIENCES EDUCATION 2018; 11:137-145. [PMID: 28759705 DOI: 10.1002/ase.1719] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/30/2016] [Revised: 06/08/2017] [Accepted: 07/05/2017] [Indexed: 06/07/2023]
Abstract
Visualizing anatomical structures and functional processes in three dimensions (3D) are important skills for medical students. However, contemplating 3D structures mentally and interpreting biomedical images can be challenging. This study examines the impact of a new pedagogical approach to teaching neuroanatomy, specifically how building a 3D-model from oil-based modeling clay affects learners' understanding of periventricular structures of the brain among undergraduate medical students in Colombia. Students were provided with an instructional video before building the models of the structures, and thereafter took a computer-based quiz. They then brought their clay models to class where they answered questions about the structures via interactive response cards. Their knowledge of periventricular structures was assessed with a paper-based quiz. Afterward, a focus group was conducted and a survey was distributed to understand students' perceptions of the activity, as well as the impact of the intervention on their understanding of anatomical structures in 3D. Quiz scores of students that constructed the models were significantly higher than those taught the material in a more traditional manner (P < 0.05). Moreover, the modeling activity reduced time spent studying the topic and increased understanding of spatial relationships between structures in the brain. The results demonstrated a significant difference between genders in their self-perception of their ability to contemplate and rotate structures mentally (P < 0.05). The study demonstrated that the construction of 3D clay models in combination with autonomous learning activities was a valuable and efficient learning tool in the anatomy course, and that additional models could be designed to promote deeper learning of other neuroanatomy topics. Anat Sci Educ 11: 137-145. © 2017 American Association of Anatomists.
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Affiliation(s)
- Veronica Akle
- School of Medicine, Universidad de los Andes, Bogotá, Colombia
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11
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Chen J, Smith AD, Khan MA, Sinning AR, Conway ML, Cui D. Visualization of stereoscopic anatomic models of the paranasal sinuses and cervical vertebrae from the surgical and procedural perspective. ANATOMICAL SCIENCES EDUCATION 2017; 10:598-606. [PMID: 28494130 DOI: 10.1002/ase.1702] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
Recent improvements in three-dimensional (3D) virtual modeling software allows anatomists to generate high-resolution, visually appealing, colored, anatomical 3D models from computed tomography (CT) images. In this study, high-resolution CT images of a cadaver were used to develop clinically relevant anatomic models including facial skull, nasal cavity, septum, turbinates, paranasal sinuses, optic nerve, pituitary gland, carotid artery, cervical vertebrae, atlanto-axial joint, cervical spinal cord, cervical nerve root, and vertebral artery that can be used to teach clinical trainees (students, residents, and fellows) approaches for trans-sphenoidal pituitary surgery and cervical spine injection procedure. Volume, surface rendering and a new rendering technique, semi-auto-combined, were applied in the study. These models enable visualization, manipulation, and interaction on a computer and can be presented in a stereoscopic 3D virtual environment, which makes users feel as if they are inside the model. Anat Sci Educ 10: 598-606. © 2017 American Association of Anatomists.
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Affiliation(s)
- Jian Chen
- Department of Neurology, University of Mississippi Medical Center, Jackson, Mississippi
| | - Andrew D Smith
- Department of Radiology, University of Mississippi Medical Center, Jackson, Mississippi
| | - Majid A Khan
- Department of Radiology, University of Mississippi Medical Center, Jackson, Mississippi
| | - Allan R Sinning
- Department of Neurobiology and Anatomical Sciences, University of Mississippi Medical Center, Jackson, Mississippi
| | - Marianne L Conway
- Department of Neurobiology and Anatomical Sciences, University of Mississippi Medical Center, Jackson, Mississippi
| | - Dongmei Cui
- Department of Neurobiology and Anatomical Sciences, University of Mississippi Medical Center, Jackson, Mississippi
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12
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Wilson AB, Miller CH, Klein BA, Taylor MA, Goodwin M, Boyle EK, Brown K, Hoppe C, Lazarus M. A meta-analysis of anatomy laboratory pedagogies. Clin Anat 2017; 31:122-133. [DOI: 10.1002/ca.22934] [Citation(s) in RCA: 84] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2017] [Revised: 06/02/2017] [Accepted: 06/02/2017] [Indexed: 11/09/2022]
Affiliation(s)
- Adam B. Wilson
- Department of Cell and Molecular Medicine; Rush University; Chicago Illinois
| | - Corinne H. Miller
- Galter Health Sciences Library, Feinberg School of Medicine, Northwestern University; Chicago Illinois
| | - Barbie A. Klein
- Medical Sciences Program, Indiana University School of Medicine; Bloomington Indiana
| | - Melissa A. Taylor
- Medical Sciences Program, Indiana University School of Medicine; Bloomington Indiana
| | - Michael Goodwin
- Medical Sciences Program, Indiana University School of Medicine; Bloomington Indiana
| | - Eve K. Boyle
- Department of Anthropology; George Washington University, Center for the Advanced Study of Human Paleobiology; Washington District of Columbia
| | - Kirsten Brown
- Department of Anatomy & Regenerative Biology; George Washington University; Washington District of Columbia
| | - Chantal Hoppe
- Department of Anatomy & Developmental Biology; Monash University; Clayton Victoria Australia
| | - Michelle Lazarus
- Department of Anatomy & Developmental Biology; Monash University; Clayton Victoria Australia
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13
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Shaffer JF. Student performance in and perceptions of a high structure undergraduate human anatomy course. ANATOMICAL SCIENCES EDUCATION 2016; 9:516-528. [PMID: 26990231 DOI: 10.1002/ase.1608] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/23/2015] [Revised: 01/20/2016] [Accepted: 02/12/2016] [Indexed: 06/05/2023]
Abstract
Human anatomy has usually been taught in a didactic fashion in colleges and universities. However, recent calls from United States governmental agencies have called for the transformation of undergraduate life sciences education to include active learning in the classroom. In addition, high structure courses have been shown to increase student engagement both in and out of the classroom and to improve student performance. Due to these reform efforts and the evidence on the benefits of these student-centered pedagogies, the goal of this study was to develop and assess a high structure college undergraduate human anatomy course with a lecture and laboratory component. The course was taught using a systems anatomy approach that required students to read the textbook and complete assignments before class, actively participate in class, and complete review quizzes after class. Results showed that teaching with high structure methods did not negatively affect any student groups (based on gender, ethnicity, or major) as measured by performance on lecture examinations and laboratory practical examinations. Students reported that reading the textbook and working with anatomical models were the most important towards helping them learn the course material and students' confidence in achieving the course goals significantly increased at the end of the course. The successful development and implementation of this course suggests that it is possible to teach human anatomy using active learning and high structure. Future studies can now be conducted to determine the contributions of specific course components to student success in high structure human anatomy courses. Anat Sci Educ 9: 516-528. © 2016 American Association of Anatomists.
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Affiliation(s)
- Justin F Shaffer
- Department of Developmental and Cell Biology, University of California Irvine, Irvine, California.
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