Comparison of computer-assisted instruction (CAI) versus traditional textbook methods for training in abdominal examination (Japanese experience)

Qayumi, A. Karim; Kurihara, Yukio; Imai, Masashi; Pachev, George; Seo, Huan-Jin; Hoshino, Yu; Cheifetz, Rona; Matsuura, Kanae; Momoi, Mariko Y.; Saleem, Muhammad; Lara-Guerra, Humberto; Miki, Yukako; Kariya, Yutaka

doi:10.1111/j.1365-2929.2004.01957.x

Cited by 63 publications

(84 citation statements)

References 22 publications

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“…THE EFFECTIVENESS OF EARLY CLINICAL EXPOSURE AND E-LEARNING IN TEACHING ANATOMY. result in our studies [15]. Instead, it was noted that high and average achievers performed similarly after e-learning, the method not being able to discriminate between the two groups.…”

Section: Total Scorescontrasting

confidence: 49%

“…A further sub-analysis demonstrated that the CAL package gave the most benefit to the low achievers while high achievers were less affected by the method of instruction [15]. In a randomized controlled trial by Nicholson, the group having access to the computer model of anatomy of internal ear scored Chimmalgi M, Regi Jose, K Chandra Kumari.…”

Section: Total Scoresmentioning

confidence: 99%

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The Effectiveness of Early Clinical Exposure and E-Learning in Teaching Anatomy

Chimmalgi¹,

Jose²,

Kumari³

2017

IJAR

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Objectives:The primary objective of this study was to determine if Early Clinical Exposure (ECE) and E-learning can be effective alternative methods of teaching anatomy for the first-year medical students. Secondary objectives were to determine (a) if there was gender bias with these methods and (b) if these methods influenced high, average or low achievers selectively. Materials and Methods:Study was conducted in the department of anatomy with 150 first-year medical students participating in it. Students were randomly divided into three groups of 50 each. Six selected topics were taught to the three groups using ECE, e-learning and traditional lecture alternatively. After each session, a test was conducted using 20 objective questions to assess the learning outcome. Average score of the groups were analysed using Fisher one-way ANOVA or Welch test. Multiple comparisons were done using post-hoc tests when the difference between the average scores was found to be significant. Gender difference in the scores for each method was noted. Learning outcome of high, average and low achievers with ECE and e-learning were compared.Results: Average total scores after ECE were comparable to lecture and superior to e-learning in five of the six sessions. E-learning, however, was not as effective as ECE in improving the test scores. Except for one group, where the boys outperformed the girls after e-learning, girls outperformed the boys in all the groups with all the three methods of instruction. ECE or e-learning did not influence high, average or low achievers selectively. Conclusion:Based on the learning outcome, ECE can be an effective method to teach Anatomy in the described format. E-learning did not improve the test scores in the self-study format used in this study, but, 3D visualization can benefit the students when used as an adjunct to the traditional methods.

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Section: Total Scorescontrasting

confidence: 49%

Section: Total Scoresmentioning

confidence: 99%

The Effectiveness of Early Clinical Exposure and E-Learning in Teaching Anatomy

Chimmalgi¹,

Jose²,

Kumari³

2017

IJAR

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“…Most of this research is focused on technology-enhanced classrooms, CAI (computer assisted instruction), elearning interventions, and the like. The achievements of students are seen as a result of the support coming from ICT-aware teachers or school organization (Bell, 2007;Carle, Jaffee, & Miller, 2009;Pedro, 2005;Qayumi et al, 2004;Vernadakis, Antoniou, Giannousi, Zetou, & Kioumourtzoglou, 2011). That this is not always true is confirmed by Svirko and Mellanby (2008).…”

Section: Theoretical Backgroundmentioning

confidence: 86%

“…In the section on the "Theoretical background" it was argued that technology-enhanced classrooms, CAI, e-learning, and the like may have a discernable influence on educational attainment (Carle et al, 2009;Pedro, 2005;Qayumi et al, 2004;Vernadakis et al, 2011), but it has also been demonstrated that the influence is not always positive (Hunley et al, 2005;Şendag & Odabaşi, 2009;Svirko & Mellanby, 2008). In this research we did not investigate CAI or e-learning.…”

Section: Discussionmentioning

confidence: 99%

Do ICT Competences Support Educational Attainment at University?

Wit

Heerwegh²,

Verhoeven

2012

JITE:Research

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Executive SummaryTaking into account that universities assume students will have at least some basic knowledge of the use of computers and the Internet, we hypothesize that the command of ICT skills by freshmen could have an influence on their educational attainment. To test this hypothesis an online questionnaire was used, which was answered by a representative sample of 1,529 freshmen studying at a large university. Two explanatory models were developed. First, using regression analysis the predictive power of the academic pathways model for the educational attainment of freshmen was tested. Second, the personal knowledge management model was developed in order to discover whether ICT competences contribute to the prediction of educational attainment and, if so, to what extent. Educational attainment was measured in terms of persistence of study choice at the end of the academic year, attained study efficiency at the end of the academic year, and GPA (Grade Point Average) at the end of the academic year. Three types of ICT skills were included in the second model: ICT social contact skills, basic ICT skills, and maintenance skills. Four factors are very powerful in predicting a student's educational attainment: the GPA in secondary school, the number of hours spent weekly on the study of maths in secondary school, the study of classical languages in secondary school, and any ambivalent feelings about the chosen study subject. Contrary to our expectations, ICT social contact skills and basic ICT skills do not provide a better prediction of educational attainment, whereas maintenance skills do; however, the latter predict a lower attainment.

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“…Our own recent search identified eight quantitative studies (Tam 2009) which provided some evidence to support the use of computer-assisted learning specifically in the setting of undergraduate medical anatomy. Identified trials included computerbased teaching for learning anatomy of the inner ear (Nicholson 2006), the carpus (Garg 1999(Garg , 2001(Garg , 2002, surface anatomy of the abdomen (Hallgren 2002;Qayumi 2004) and anatomy and physiology of the biliary tree (Devitt 1999), and in general reported an improvement in knowledge. However, these trials were conducted over short teaching periods and in limited areas of anatomy.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a computer program (‘disect’) to consolidate anatomy knowledge: A randomised-controlled trial

et al. 2010

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Background: The teaching of anatomy to medical undergraduates continues to develop. Medical imaging can accurately demonstrate anatomy. 'disect' is a computer program which manipulates and reconstructs real CT images in 3-D. Aim: To implement and assess a novel computer-based imaging resource. Methods: Third-year undergraduate medical students at the University of East Anglia were randomised to different methods of delivering the program -either self-directed use or guided use with worksheets. Knowledge of gastro-intestinal anatomy was assessed using a 20-item test. Attitudes to using 'disect' were evaluated using Likert scales. Results: Most students reported the program was easy to use and a valuable resource for learning anatomy. There was no difference in scores between guided use and self-directed use (10.7 marks versus 10.6 marks, p ¼ 0.52). Students who undertook the anatomy special study module, which involved dissection of the digestive system, performed best (12.8 marks versus 9.9 marks, p ¼ 0.005). Conclusion: Students can adequately use a computer program to see major anatomical structures derived from CT scans. Students reported that learning anatomy can be aided by the imaging-based resource. Learning anatomy is a multi-modal activity and packages like 'disect' can enhance learning by supplementing current teaching methods.

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Comparison of computer-assisted instruction (CAI) versus traditional textbook methods for training in abdominal examination (Japanese experience)

Abstract: The results suggest that computer-assisted learning methods will be of greater help to students who do not find the traditional methods effective. Explorations of the factors behind this are a matter for future research.

Cited by 63 publications

References 22 publications

The Effectiveness of Early Clinical Exposure and E-Learning in Teaching Anatomy

The Effectiveness of Early Clinical Exposure and E-Learning in Teaching Anatomy

Do ICT Competences Support Educational Attainment at University?

Evaluation of a computer program (‘disect’) to consolidate anatomy knowledge: A randomised-controlled trial

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