Effectiveness of Video  Demonstration over  Conventional Methods in  Teaching Osteology in Anatomy

Viswasom, Angela A.

doi:10.7860/jcdr/2017/24029.9429

Cited by 14 publications

(20 citation statements)

References 2 publications

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“…This study had a relative high risk of bias (Table ). Test results showed that the mean score of the traditional method group was 5.43, whereas for the 3D group, the mean score was 4.59 (scale unclear, P = 0.047; Viswasom and Jobby, ). Battulga et al () employed an RCT that focused on the opinion of medical students regarding the effectiveness of animated and interactive 3D computer graphics (3DCG).…”

Section: Resultsmentioning

confidence: 95%

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Does three‐dimensional anatomy improve student understanding?

et al. 2019

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We aim to provide an overview of the various digital three‐dimensional visualizations used for learning anatomy and to assess whether these improve medical students' understanding of anatomy compared to traditional learning methods. Furthermore, we evaluate the attitudes of the users of three‐dimensional visualizations. We included articles that compared advanced newer three‐dimensional anatomy visualization methods (i.e., virtual reality, augmented reality, and computer‐based three‐dimensional visualizations) to traditional methods that have been used for a long time (i.e., cadaver and textbooks) with regard to users' understanding of anatomy. Of the 1,148 articles identified, 21 articles reported data on the effectiveness of using three‐dimensional visualization methods compared to two‐dimensional methods. Twelve articles found that three‐dimensional visualization is a significantly more effective learning method compared to traditional methods, whereas nine articles did not find that three‐dimensional visualization was a significantly more effective method. In general, based on these articles, medical students prefer to use three‐dimensional visualizations to learn anatomy. In most of the articles, using three‐dimensional visualization was shown to be a more effective method to gain anatomical knowledge compared to traditional methods. Besides that, students are motivated and interested in using these new visualization methods for learning anatomical structures. Clin. Anat. 32:25–33, 2019. © 2019 Wiley Periodicals, Inc.

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Section: Resultsmentioning

confidence: 95%

“…The traditional method group in this study had a mean score of 15.5 ± 2.3 compared to the 3D group, which had a mean score of 15.7 ± 2.0 ( P = 0.7222; Tan et al, ). Using a quasi‐experimental design study, Viswasom and Jobby () investigated a video demonstration which included 3D views. This study had a relative high risk of bias (Table ).…”

Section: Resultsmentioning

confidence: 99%

Does three‐dimensional anatomy improve student understanding?

et al. 2019

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“…For osteology viva voce students hold the bones in hand and try to identify the features being asked which is not possible in online examinations. In a similar study Visvasom et al have demonstrated that video demonstrations could not replace the traditional osteology teaching methods [ 15 ]. The embryology models are replica of standard embryology textbook pictures hence majority of the students were comfortable in attending the embryology viva voce online.…”

Section: Discussionmentioning

confidence: 99%

“…Traditionally medical institutions in India rely on cadaveric dissection as a significant proportion of Gross anatomy teaching [ 4 ]. Osteology demonstrations are done as small group teaching with students appreciating the detailed features on the bone [ 15 ]. In microanatomy classes the students are given practical demonstrations of slides under the microscope [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of undergraduate medical students’ preference to human anatomy practical assessment methodology: a comparison between online and traditional methods

2021

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“…According to Topping (2014), dissection videos are useful for bridging the gap created by an 11% curriculum reduction. Another study showed that students in osteology scored higher marks with the traditional method than the visually‐aided method (Viswasom & Jobby, 2017). In general, students tend to like video learning and report that it enhances their learning satisfaction (Alameddine, Englesbe, & Waits, 2018; Autry et al, 2013; Chen & Wu, 2015).…”

Section: Videomentioning

confidence: 99%

A review of anatomy education during and after the COVID‐19 pandemic: Revisiting traditional and modern methods to achieve future innovation

et al. 2020

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The coronavirus disease 2019 (COVID‐19) pandemic has had enormous effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal way to learn anatomy since the 17 th century. As it is difficult to predict future access to cadavers for students or in‐person classes, anatomy educators are encouraged to revisit all possible teaching methods in order to develop innovations. Here, we review anatomy education methods to apply to current and future education. This article is protected by copyright. All rights reserved.

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Effectiveness of Video Demonstration over Conventional Methods in Teaching Osteology in Anatomy

Cited by 14 publications

References 2 publications

Does three‐dimensional anatomy improve student understanding?

Does three‐dimensional anatomy improve student understanding?

Evaluation of undergraduate medical students’ preference to human anatomy practical assessment methodology: a comparison between online and traditional methods

A review of anatomy education during and after the COVID‐19 pandemic: Revisiting traditional and modern methods to achieve future innovation

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