Analysis of medical students' use of Web‐based resources for a gross anatomy and embryology course

Although podcasting has been a well used resource format in the last few years as a way of improving the student learning experience, the inclusion of enhanced audiovisual formats such as screencasts has been less used, despite the advantage that they work well for both visual and auditory learners. This study examines the use of and student reaction to a set of screencasts introduced to accompany embryology lectures within a second year module at Brighton and Sussex Medical School. Five mini-lecture screencasts and one review quiz screencast were produced as digital recordings of computer screen output with audio narration and released to students via the managed learning environment (MLE). Analysis of server log information from the MLE showed that the screencasts were accessed by many of the students in the cohort, although the exact numbers were variable depending on the screencast. Students accessed screencasts at different times of the day and over the whole of the access period, although maximum downloads were predictably recorded leading up to the written examination. Quantitative and qualitative feedback demonstrated that most students viewed the screencasts favorably in terms of usefulness to their learning, and end-of-module written examination scores suggest that the screencasts may have had a positive effect on student outcome when compared with previous student attainment. Overall, the development of a series of embryology screencasts to accompany embryology lecture sessions appears to be a useful addition to learning for most students and not simply an innovation that checks the box of "technology engagement."

Section: Introductionmentioning

confidence: 99%

Using embryology screencasts: A useful addition to the student learning experience?

Evans

2011

“…This adoption of technology into the classroom was accelerated with expansion of the Web, which elevated the level of innovation and collaboration in the development of educational applications by making it easier for faculty to author, distribute and update courseware (Candler and Blair, 1998;McNulty et al, 2000;Levine, 2002;Nieder and Nagy, 2002). The rapid increase in the development of web-based computer-aided instruction (CAI) and the availability of content databases provide easy access to educational materials that enhance a student's ability to learn.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of computer‐aided instruction in a gross anatomy course: A six‐year study

McNulty

Sonntag

Sinacore

2009

167

142

Web-based computer-aided instruction (CAI) has become increasingly important to medical curricula. This multi-year study investigated the effectiveness of CAI and the factors affecting level of individual use. Three CAI were tested that differed in specificity of applicability to the curriculum and in the level of student interaction with the CAI. Student personality preferences and learning styles were measured using the Meyers Briggs Type Indicator (MBTI) and Kolb's Learning Style Inventory (LSI). Information on ''computer literacy'' and use of CAI was collected from student surveys. Server logs were used to quantify individual use of respective CAI. There was considerable variability in the level of utilization of each CAI by individual students. Individual use of each CAI differed and was associated with gender, MBTI preferences and learning style, but not with ''computer literacy.'' The majority of students found the CAI useful for learning and used the CAI by themselves. Students who accessed the CAI resources most frequently scored significantly higher on exams compared with students who never accessed the resources. Our results show that medical students do not uniformly use CAI developed for their curriculum and this variability is associated with various attributes of individual students. Our data also provide evidence of the importance of understanding student preferences and learning styles when implementing CAI into the curriculum.

“…Many institutions restructured their anatomy courses toward problem-based learning (PBL), (Chakravarty et al, 2005;Azer, 2011), team-based learning (TBL), (Neider et al, 2005;Vasan and DeFouw, 2005;Vasan et al, 2009Vasan et al, , 2011, self-directed learning (Misch, 2002), and CAL (Heylings, 2002;Turney, 2007;McNulty et al, 2009). These changes resulted in the use of prosected specimens and multimedia equipment that, in turn, led to a decrease in time spent on cadaver dissection (Aziz et al, 2002;Nieder and Nagy, 2002;Parker, 2002;Trelease 2006). There seems to be an ongoing debate on when and how to teach anatomy (Dinsmore et al, 1999;Fitzgerald et al, 2008;Bergman et al, 2011).…”

mentioning

confidence: 96%

Anatomy education in Namibia: Balancing facility design and curriculum development

Wessels

Vörster

Jacobson

2011

The anatomy curriculum at Namibia's first, and currently only, medical school is clinically oriented, outcome-based, and includes all of the components of modern anatomical sciences i.e., histology, embryology, neuroanatomy, gross, and clinical anatomy. The design of the facilities and the equipment incorporated into these facilities were directed toward simplification of work flow and ease of use by faculty, staff, and students. From the onset, the integration of state of the art technology was pursued to facilitate teaching and promote a student-centered pedagogical approach to dissections. The program, as realized, is comprised of three 16-week semesters with seven hours of contact time per week, namely three hours of lectures and four hours of dissection laboratory and microscopy time. Set outcomes were established, each revolving around clinical cases with integrated medical imaging. The design of the facility itself was not constrained by a legacy structure, allowing the School of Medicine, in collaboration with architects and contractors, to design the building from scratch. A design was implemented that allows for the sequential processing of cadaveric material in a unidirectional flow from reception, to preparation, embalming, storage, dissection, and maceration. Importantly, the odor of formaldehyde typically associated with anatomy facilities was eliminated outside of the dissection areas and minimized within via a high-performance ventilation system. By holistically incorporating an integrated curriculum, facility design, and teaching at an early stage, the authors believe they have created a system that might serve as a model for new anatomy programs.