Anatomy of Teaching Anatomy: Do Prosected Cross Sections Improve Students Understanding of Spatial and Radiological Anatomy?

Samarakoon, Lasitha; Vithoosan, S.; Kokulan, S.; Dissanayake, M. M.; Anthony, D.J.; Dissanayake, Vajira H W; Jayasekara, Rohan W.

doi:10.1155/2016/8984704

Cited by 12 publications

(12 citation statements)

References 19 publications

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“…Another meta-analysis concluded that students can train spatial ability using cross-sections and mental rotation exercises (Langlois et al, 2017). Other studies reaffirmed that cross-sectional anatomy contributed significantly to visualizing anatomical structures in three dimensions (Lord, 1985;Provo et al, 2002;Samarakoon et al, 2016) underlining that studying neuroanatomy using cross-sections significantly improves cross-sectional anatomy knowledge.…”

Section: Students' Opinions About the Effects Of Greymapp-augmented Rmentioning

confidence: 99%

“…Teaching and studying cross-sectional anatomy, although demanding, remains of crucial importance for students. Current doctors routinely encounter cross-sectional anatomy, and with the rapid development of modern medical imaging technologies, the number of future doctors who will be working with cross-sectional anatomy will increase as well (Samarakoon et al, 2016). It remains of crucial importance, therefore, for (bio)medical students to study cross-sectional anatomy.…”

Section: Students' Opinions About the Effects Of Greymapp-augmented Rmentioning

confidence: 99%

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Neuroanatomy Learning: Augmented Reality vs. Cross‐Sections

Henssen

Heuvel

Jong

et al. 2019

Anatomical Sciences Ed

135

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Neuroanatomy education is a challenging field which could benefit from modern innovations, such as augmented reality (AR) applications. This study investigates the differences on test scores, cognitive load, and motivation after neuroanatomy learning using AR applications or using cross-sections of the brain. Prior to two practical assignments, a pretest (extended matching questions, double-choice questions and a test on cross-sectional anatomy) and a mental rotation test (MRT) were completed. Sex and MRT scores were used to stratify students over the two groups. The two practical assignments were designed to study (1) general brain anatomy and (2) subcortical structures. Subsequently, participants completed a posttest similar to the pretest and a motivational questionnaire. Finally, a focus group interview was conducted to appraise participants' perceptions. Medical and biomedical students (n = 31); 19 males (61.3%) and 12 females (38.7%), mean age 19.2 ± 1.7 years participated in this experiment. Students who worked with cross-sections (n = 16) showed significantly more improvement on test scores than students who worked with GreyMapp-AR (P = 0.035) (n = 15). Further analysis showed that this difference was primarily caused by significant improvement on the cross-sectional questions. Students in the cross-section group, moreover, experienced a significantly higher germane (P = 0.009) and extraneous cognitive load (P = 0.016) than students in the GreyMapp-AR group. No significant differences were found in motivational scores. To conclude, this study suggests that AR applications can play a role in future anatomy education as an add-on educational tool, especially in learning three-dimensional relations of anatomical structures. Anat Sci Educ 13: 350-362.

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Section: Students' Opinions About the Effects Of Greymapp-augmented Rmentioning

confidence: 99%

Section: Students' Opinions About the Effects Of Greymapp-augmented Rmentioning

confidence: 99%

Neuroanatomy Learning: Augmented Reality vs. Cross‐Sections

Henssen

Heuvel

Jong

et al. 2019

Anatomical Sciences Ed

135

View full text Add to dashboard Cite

show abstract

“…Traditional methods can be transformed to enhance anatomical learning, as demonstrated in the study. 7 This is important for educators to acknowledge when considering the best strategy for teaching anatomy. More efficient anatomical learning can be achieved by modifying existing methods; not necessarily requiring advanced technology.…”

Section: Cadaveric Materialsmentioning

confidence: 99%

<p>The Role of Technology in Anatomy Teaching: Striking the Right Balance</p>

Zargaran¹,

Turki²,

Bhaskar³

et al. 2020

AMEP

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Background: This study assesses the scope for using technology to supplement the undergraduate anatomy curriculum at medical school. Methods: A narrative literature review explored the current landscape of anatomy learning. Medical student usage and preferences of technological interventions for anatomy learning were then explored through a cross-sectional survey. Results: The literature review revealed the current teaching strategies for anatomy learning, exploring recent multimedia innovations. The survey demonstrated that technology usage was ubiquitous among medical students with 98% of medical students owning smartphones. Medical education apps were used by 64.3% of medical students, with 61.9% of these apps covering anatomy, and 60.4% of students preferring traditional cadaveric teaching to other technological interventions. Conclusion: Novel technological innovations present the opportunity to deliver accessible and standardised teaching of anatomy to medical students. Many students already use smartphone applications as part of their anatomy learning. Uptake of smartphones and other devices provides opportunities to reach larger target audiences. However, traditional cadaveric teaching remains the learning resource of choice for medical students, and technological interventions are best designed as adjuncts or supplements to cadaveric teaching.

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“…Kerby et al4 found that dissection was overall most “fit for purpose” in meeting learning outcomes among Nottingham University Students and Imperial College London, but no single teaching modality met all aspects of the curriculum. Bowman et al2 in Australia among students of Central Queensland (CQ) University found ultrasound scan as the most preferred method of delivering anatomical information and dissection was the least favored teaching method, Swarmy and Searle1 found that ultrasound scan with cross-sectional images and line diagrams should be used as adjunct to teaching anatomy for medical students in New Zealand, Samarakoon et al14 in Sri Lanka among medical students of University of Colombo also found that cadaveric cross-sectional prosections may help students to understand spatial and radiological anatomy.…”

Section: Discussionmentioning

confidence: 99%

Real time sonography as an anatomy teaching aid in undergraduate radiography institutions in Northern Nigeria

et al. 2019

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BackgroundReal-time ultrasound scanning is increasing in popularity as a teaching tool for human anatomy because it is non-invasive, offers real-time 3-D anatomy and is cheaper than dissections.ObjectivesTo assess real-time ultrasound scanning as a teaching method of human anatomy, and to determine what teaching methods radiography students consider effective for understanding human anatomy.Materials and methodsOne hundred and ten self-administered, structured and pre-tested questionnaires were distributed to Clinical Radiography students (Third, fourth and fifth year)in Northern Nigeria featuring University of Maiduguri and Bayero University Kano. The questionnaire consists of two sections;Demographics and preferred methods of delivery of anatomical information. Participation was voluntary. Comparisons among teaching methods were made using repeated measures ANOVA.ResultsA significant difference among the eight delivery methods with 3-D Radiology imaging being as the most preferred method overall (48.17, p<0.0001) and ultrasound the least (32.48, p<0.0001). With Duncan's multiple Range test, it is clearly shown that 3-D Radiology imaging differ with mean value(5.2522) followed by Computer programs(5.1292), Anatomic models( 4.7593), Laboratory videos(4.5815), textbooks(4.5358), animal dissection(4.2568), lectures(3.2568) and finally ultrasound scan (3.6087), (P<0.0001).Conclusion3-D Radiology imaging is the most preferred method of delivering anatomical information and ultrasound scanning is the least preferred method.

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Anatomy of Teaching Anatomy: Do Prosected Cross Sections Improve Students Understanding of Spatial and Radiological Anatomy?

Cited by 12 publications

References 19 publications

Neuroanatomy Learning: Augmented Reality vs. Cross‐Sections

Neuroanatomy Learning: Augmented Reality vs. Cross‐Sections

<p>The Role of Technology in Anatomy Teaching: Striking the Right Balance</p>

Real time sonography as an anatomy teaching aid in undergraduate radiography institutions in Northern Nigeria

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