Anatomy drawing screencasts: Enabling flexible learning for medical students

Abstract

The traditional lecture remains an essential method of disseminating information to medical students. However, due to the constant development of the modern medical curriculum many institutions are embracing novel means for delivering the core anatomy syllabus. Using mobile media devices is one such way, enabling students to access core material at a time and place that suits their specific learning style. This study has examined the effect of five anatomy drawing screencasts that replicate the popular anatomy drawing element of a lecture. These resources were uploaded to the University's Virtual Learning Environment for student access. Usage data and an end of module questionnaire were used to assess the impact of the screencasts on student education. The data revealed a high level of usage that varied in both the time of day and day of the week, with the number of downloads dramatically increasing towards the end of the module when the assessment was approaching. The student group found the additional resources extremely useful in consolidating information and revision, with many commenting on their preference to the screencasts compared to the more traditional approaches to learning. Scrutinizing the screencasts in relation to cognitive load theory and the cognitive theory of multimedia learning indicates a high correlation with an evidence-based approach to designing learning resources. Overall the screencasts have been a well-received enhancement that supports the student learning and has been shown to promote flexible learning.

The Influence of iPads on Course Performance and Student Perceptions of Learning in Human Anatomy

“…1, Spring 2018 jotlt.indiana.edu 120 improve knowledge acquisition. However, neither existing educational iPad applications nor unique applications significantly improved student course performance either compared to controls or previous students of the same course, even though students self-reported an increase in anatomy knowledge as a result of their use (Pickering, 2015). Both course sections in the present study engaged in active and collaborative learning, albeit using differing modalities.…”

“…Existing iPad-based applications designed for educational use were selected to increase student engagement and foster active learning. Others have developed novel programs and applications such as flashcards (Trelease, 2008) and screencasts (Pickering, 2015) -specific to the anatomy classroom -to Scibora, Mead, and Larson Journal of Teaching and Learning with Technology, Vol. 7, No.…”

“…As a mobile device, access outside of the classroom may lead to increased engagement with material and, in turn, increased knowledge retention, but of studies that provided students with iPads to use outside of the classroom, none reported how often the devices were used for learning anatomy. However, usage data from a recent study that examined the use of anatomy drawing screencasts during a medical school anatomy course found that 93% of students (n = 223) accessed the screencasts, with 5.4 downloads per students which increased prior to each practical examination (Pickering, 2015), which suggests that utilizing the mobile benefits of the iPad may increase students' regularity of use, comfort, and engagement with course material outside of class and improve knowledge.…”

A holistic model for evaluating the impact of individual technology-enhanced learning resources

“…A specific example of this approach is across the anatomy curriculum where traditional didactic lectures are delivered alongside cadaveric 5 dissection classes, with associated small group discussion sessions. For each of these sessions there are numerous blended learning resources embedded into the teaching, including paper-based workbooks, digitally captured lecture content, online formative questions, eBooks and applications to support students in reaching the desired learning objectives (Pickering 2015a). Whilst the overall uptake of these TEL resources has been extensive, it remains difficult for those interested in developing and improving the efficacy of technological resources for learning to evidence the impact of an individual resource to the individual learner or institution.…”

Developing the Evidence-Base to Support the Integration of Technology-Enhanced Learning in Healthcare Education

“…This expansion of technology within education is concurrent with the desire to develop fully blended learning environments that combine the increased accessibility to digital tools, with traditional approaches to learning and teaching. Although teachers and physical learning spaces are still required to maintain faceto-face teaching, the benefits for the students to control the time, place and pace of engagement are clear, providing them with opportunities to engage and obtain the necessary knowledge base and skill set to successfully complete their program of study [2][3][4][5][6]. This shifting landscape is particularly evident across the healthcare education sphere due to the continual drive to reform the delivery of basic science curricula, with TEL considered essential to enable these changes.…”