An Interactive Tool for the Human Anatomy Laboratory

Maldonado-Zimbrón, Victor E.; Elizondo‐Omaña, Rodrigo Enrique; Cepeda, Beatriz; Vilchez-Cavazoz, Félix; Castro, Oscar; Guzmán-López, Santos

doi:10.4067/s0717-95022006000400014

Cited by 4 publications

(4 citation statements)

References 25 publications

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“…In the case of the use of software, prior studies have pointed out that computational models that have been accepted by students, facilitate understanding of anatomy (Inzunza & Bravo, 1999;Bucarey & Álvarez;Adamczyk et al), improve student performance (Inzunza & Bravo, 1999;Inzunza & Bravo, 2002;Adamczyk et al), and feature an additional advantage that they can be used by students not only in the classroom, but also elsewhere (Adamczyk et al). In this context, the following elements may be cited: schematic drawing software (Inzunza & Bravo, 1999;Fontelles et al), cadaverous preparations (Inzunza & Bravo, 1999;Inzunza & Bravo, 2002;Bucarey & Álvarez); those aimed at facilitating the practice of dissection (Maldonado-Zimbrón et al 2006), and a bilingual dictionary of structures and anatomical terms (Fontelles et al).…”

Section: Introductionmentioning

confidence: 99%

Quality and Language of Learning Objects Used in the Teaching of Human Anatomy

Silva¹,

Santana

Moraes

2013

Int. J. Morphol.

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The traditional method of teaching Human Anatomy is based on the use of cadavers, text books and the use of images from an atlas. Learning anatomy by means of a cadaver contributes to the understanding of the shape, location and relationship of various organs and structures of the human body. However, the use of cadaverous material presents difficulties in terms of acquisition, conservation, quality and quantity. Thus, to improve the teaching of anatomy other learning objects such as anatomical models, videos and software, have been used. Each of these objects has its qualities as facilitators of knowledge, a fact represented by the impact that they have on the learning of anatomy translated into an improvement in student grades. However, such learning objects should not replace the use of cadavers, rather all of these methods should be integrated in order to improve the performance of students. This article presents a review of the literature on the quality and the language of learning objects used to enhance the teaching of Human Anatomy, in addition to analyzing the influences of computers on changes to the learning objects in content of the discipline of anatomy.

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Section: Introductionmentioning

confidence: 99%

Quality and Language of Learning Objects Used in the Teaching of Human Anatomy

Silva¹,

Santana

Moraes

2013

Int. J. Morphol.

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“…As result of e‐learning, anatomical teaching material can be used virtually via internet at any place and any time and a multi‐dimensional understanding for anatomy can be acquired outside the dissection hall. Comparative studies revealed that sustained success is achieved by a combination of e‐learning and cadaver dissection (Biasutto et al., 2006; Maldonado‐Zimbron et al., 2006). Our experience shows that students not only accept the possibility to study the dissection online but they also find this tool very profitable.…”

Section: Discussionmentioning

confidence: 99%

Active Participation Instead of Passive Behaviour Opens Up New Vistas in Education of Veterinary Anatomy and Histology

Plendl¹,

Bahramsoltani

Gemeinhardt

et al. 2009

Anat Histol Embryol

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Teaching morphology, a fundamental part of medicine curricula is traditionally based on lectures and practical trainings. We introduced peer-assisted learning (PAL) and student expert teams to the courses to give the students the possibility to improve their free speech and self-confidence. We involved students in active preparation of online materials such as labelled e-slides and e-pics. We offered online digital microscopy (Zoomify) and dissection (CyberPrep) allowing repeating the learned material and studying veterinary morphology outside the dissection theatre. Over 60% of first and third semester students profited from being a peer or being taught by a peer and 50% said the expert teams were an excellent method to learn the topographic anatomy. Almost all students applied Zoomify and CyberPrep and 75% of them found the digital microscopy and dissection to be a helpful or very helpful learning tool. In face of reduced contact hours, these forms of education compensated in part the lost teaching time. We observed improvement of rhetoric and presentation skills and self-confidence. The approaches should therefore find their constant place in the veterinary medicine curricula.

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“…Enquanto alguns pesquisadores defendem essa utilização de computadores [13], muitos educadores defendem que o ensino de anatomia utilizando o corpo dissecado é incomparável [14] [15] [16]; outros defendem a integração dos dois métodos [17] [18]. Maldonado-Zimbrón et al [19] ressaltam que algumas ferramentas de bonecos anatômicos virtuais, tais como o Visible Human Body [20], têm buscado utilizar novas técnicas, de modo a permitirem ao estudante apreciar de modo mais realista e detalhado as regiões de estudo.…”

Section: Uso De Interfaces Anatômicas Na áRea De Saúdeunclassified

Definição de critérios para avaliar bonecos anatômicos 3D na web para ensino na área da saúde ou aplicações médicas

Mata

Sales²

2012

Extensio: R. Eletr. de Extensão

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Resumo:A utilização de bonecos anatômicos virtuais tem conquistado espaço no ensino das ciências de saúde. Sua utilização auxilia no estudo médico de anatomia e na simulação de pacientes com patologias, doenças agudas e traumas. As tecnologias recentes tornaram possível o surgimento de vários bonecos anatômicos virtuais tridimensionais de acesso Web. Realizou-se, então, a definição de critérios para a avaliação e escolha desses bonecos com o foco no ensino na área de saúde ou aplicações médicas, com o objetivo de auxiliar na escolha do boneco mais adequado conforme cada contexto. Para tal, foram levantados alguns frameworks de avaliação relacionados ao tema e então desenvolvidos os critérios de avaliação e seus níveis de pontuação, até finalmente avaliarem-se os bonecos anatômicos encontrados. Como resultado, foram definidos os critérios de navegabilidade, tridimensionalidade, interatividade e realismo, cada um destes podendo receber pontuação de 0 a 5. Entre os bonecos avaliados, os bonecos BioDigital Human e Anatomography foram os que obtiveram as melhores pontuações ao todo, 16 pontos, ou 80%. No quadro geral, os bonecos apresentaram uma pontuação média de 2,78 pontos, ou 55,56%, com desvio padrão de 1,56.Palavras-chave: Critérios de avaliação. Bonecos anatômicos Web 3D. Dissecação virtual. Ensino de anatomia. Criteria for the comparison of usability and accessibility of anatomical 3d web interfaces AbstractThe use of virtual anatomical manikin has reached within the health science education. Its use helps in the study of anatomy and medical simulation in patients with pathologies, acute illnesses and injuries. Recent technologies have made possible the availability of several virtual three-dimensional anatomical manikins in the Web. The next step was the definition of criteria for evaluation and selection of these manikins with the focus on the education in healthcare or medical applications in order to assist in choosing the most appropriate manikin as each setting. For this, we collected some assessment frameworks related to the topic and then developed the evaluation criteria and scoring levels, and finally was evaluated the anatomic manikins found. Then, we defined the criteria for navigability, three-dimensionality, interactivity and realism, each of which may receive score 0-5. Among the assessed manikins, the Human BioDigital and Anatomography were the ones with the best scores overall, 16 points or 80%. In the big picture, the manikins had a mean score of 2.78 points or 55.56% with a standard deviation of 1.56.

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An Interactive Tool for the Human Anatomy Laboratory

Cited by 4 publications

References 25 publications

Quality and Language of Learning Objects Used in the Teaching of Human Anatomy

Quality and Language of Learning Objects Used in the Teaching of Human Anatomy

Active Participation Instead of Passive Behaviour Opens Up New Vistas in Education of Veterinary Anatomy and Histology

Definição de critérios para avaliar bonecos anatômicos 3D na web para ensino na área da saúde ou aplicações médicas

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