Body apps: iPads for undergrad Anatomy and Physiology students

Lynn, Valerie; Yenser, Amie; Harman, Ron

doi:10.5860/crln.76.3.9281

Cited by 6 publications

(5 citation statements)

References 7 publications

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“…For anatomy, iPad anatomy applications have been shown to promote learning of anatomy course material, with positive associations being found between frequency of application use and higher scores (Chakraborty and Cooperstein, 2018). iPad anatomy applications are also valued as learning tools in that they provide a mechanism of studying laboratory material when students are unable to get into the laboratory (Lynn et al, 2015). Beyond applications, iPads can also provide other learning resources such as interactive iBooks, which have been well‐received by students for using images in an interactive format that allows for active participation and effective reinforcement of concepts (Salajan et al, 2009; Stewart and Choudhury, 2015).…”

Section: Introductionmentioning

confidence: 99%

Development of a Novel Peer‐sharing Application to Supplement Learning from Cadaveric Dissection

Dua

Coppola

Mulheron

et al. 2020

Anatomical Sciences Ed

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Gross anatomy dissection in contemporary medical education must balance the traditional value of learning from the cadaver with the possibilities created by the use of digital tools as supplemental resources that personalize and deepen the student learning experience. This study broadly examined the design, implementation, and use of AnatomyShare, a novel iPad application employing learner-generated content that allows students to securely share annotated images of their dissections with each other and take faculty-generated image-based quizzes during their first-year medical school gross anatomy course. Almost all students enrolled in the course used the application (N = 176; 91% use based on analytics). Seventyfive students responded to a survey asking how and when they used the application, along with their perceptions of its usefulness and contribution to learning. More students reported using the application outside of laboratory (97.3%) than during laboratory (85.3%), despite only in-laboratory use being required. Taking quizzes using the "Exam" feature was the highest rated use of AnatomyShare, and students cited that the application exposed them to anatomical variation and motivated them to correctly identify structures during dissection. While steps need to be taken to combat low-quality learner-generated content and to enhance meaningful student interaction and collaboration, AnatomyShare was a feasible and highly rated supplement to dissection that provided valuable assessment opportunities for students. Future research will examine the impact of use on course grades and engagement in gross anatomy dissection. Anat Sci Educ 14: 491-504.

show abstract

Section: Introductionmentioning

confidence: 99%

Development of a Novel Peer‐sharing Application to Supplement Learning from Cadaveric Dissection

Dua

Coppola

Mulheron

et al. 2020

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…Recent studies have examined the incorporation of iPads in anatomy courses in both undergraduate and medical school settings (Mayfield et al, ; Martinez and Tuesca, ; Stewart and Choudhury, ; Lynn et al, ; Meyer et al, ; Morris et al, ; Raney, ; Wilkinson and Barter, ). The incorporation of iPad muscle and skeletal system anatomy apps in an undergraduate anatomy and physiology laboratory that employed a survey of 52 students found that the use of iPads in the classroom enhanced the student learning experience, encouraged student collaboration, helped the students to learn the course material, and concluded that students had an overall positive response to the use of these anatomy apps (Lynn et al, ). A comparison of an iPad based laboratory manual for cadaver dissections in a medical school with a standard laboratory manual and atlases that employed both surveys and instructor observations found that the students using iPads improved their ability to reach their learning objectives, were more on task and showed less reliance on the instructor to learn the course material (Mayfield et al, ).…”

Section: Introductionmentioning

confidence: 99%

“…The future goal of such a study would be to confirm that the apps were user‐friendly and augmented what was already available to the students, so they could become an excellent addition to such courses. As discussed earlier, previous studies have examined the adoption of a few anatomy apps in a laboratory course (Stewart and Choudhury ; Lynn, ), the replacement of a traditional laboratory manual with an iPad based manual (Mayfield et al, ; Martinez and Tuesca, ) or the incorporation of iPads throughout an entire course including both laboratory and lecture (Raney, ; Wilkinson and Barter, ). In this study, iPads with anatomy apps were introduced only in the laboratory sections of a large Anatomy and Physiology course that enrolls more than 300 students and the apps included all of the systems that are covered in the course.…”

Section: Introductionmentioning

confidence: 99%

Exploring anatomy and physiology using iPad applications

Chakraborty

Cooperstein

2017

Anatomical Sciences Ed

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This study examined the use of iPads with anatomy applications (apps) in the laboratory sections of the largest undergraduate course at the university, Anatomy and Physiology, serving more than 300 students. The majority of these students were nursing, exercise science/physical education and biology majors. With a student survey (student opinion) and student practicum grades as metrics, this study determined whether the introduction of this novel mobile technology improved student grades and aided the students in learning the course material. The results indicated that students' grades improved with the introduction of the iPads, and 78% of the students reported that the iPads facilitated their ability to learn the course material. There was a positive association between frequency of app use and standardized mastery of the course material, as students who used the apps more frequently scored higher and indicated that they felt as though they had learned the material more comprehensively. Owning or having an iPad at home did not have a significant effect on the learning of the material. The general consensus by students was that iPad anatomy apps should be used frequently to better develop student understanding of the course material. Anat Sci Educ 11: 336-345. © 2017 American Association of Anatomists.

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“…As a result, tablet computers have been used for anatomy courses. For instance, Lynn et al (2015) reported that mobile devices contributed positively to students' learning experience, that students increased their cooperation with their peers, and that these mobile devices helped them to learn course subjects by using anatomy of muscle and skeletal systems that were loaded on iPad computers. Smartphones are the most common mobile devices which are becoming increasingly popular in both personal and professional arenas.…”

Section: Mobile Devices and Mobile-based Learning In Anatomy Educationmentioning

confidence: 99%

Dijital Çağda Eğitim: Anatomi Eğitiminde Teknolojik Eğilimler

Şahin¹

2019

Dijital Çağda Eğitim: Anatomi Eğitiminde Teknolojik Eğilimler

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New developments in medicine and health sciences produced high volume knowledge.However, the more knowledge led to narrowing in duration of anatomy education given to students. For this reason, it may be useful for teachers who teach anatomy to use alternative learning strategies and alternative educational tools, including today's interactive digital technologies, to enhance the effectiveness of anatomy teaching. This research is a literature review study. In order to reveal the current situation and to make it better understandable, the research is based on the review of the literature. In this study, it is observed that use of interactive digital technologies in anatomy education is insufficient and no so widespread. Therefore, the aim of this study is to reveal the significance of interactive digital technologies that can be used in anatomy education. In accordance with this aim, the study mentioned about some important digital technologies and teaching strategies such as flipped classroom model and gamification in anatomy education. Indeed, the development of digital technologies has not only created an impact on electronics, space science, agriculture and medicine, but also on education. Nowadays, students can learn anatomical tissues through 3-dimensional digital cadavers, they can access them and repeat study whenever and wherever they want. These new learning materials in digital age encourage each student to use their time more effectively in accordance with their own

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Body apps: iPads for undergrad Anatomy and Physiology students

Cited by 6 publications

References 7 publications

Development of a Novel Peer‐sharing Application to Supplement Learning from Cadaveric Dissection

Development of a Novel Peer‐sharing Application to Supplement Learning from Cadaveric Dissection

Exploring anatomy and physiology using iPad applications

Dijital Çağda Eğitim: Anatomi Eğitiminde Teknolojik Eğilimler

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