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

Abstract

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.

A meta‐analysis of the educational effectiveness of three‐dimensional visualization technologies in teaching anatomy

“…Paired t ‐tests yielded a significant result on knowledge acquisition after 3DVT interventions ( P < 0.01). Two studies reported results on factual means from comparisons between 3DVT interventions; Tam et al () tested guided 3D CT images versus self‐learned 3D CT images and found no significant difference between the two interventions ( P = 0.52). Naaz () found no differences between sequential 2D‐3D and integrated 2D‐3D interventions on spatial means in teaching brain anatomy.…”

The Current Status of Anatomy Knowledge: Where Are We Now? Where Do We Need to Go and How Do We Get There?

“…53,54 I think that such technologies should be further explored, for it could be a valuable supplement wherever severe shortage in teaching gross anatomy exists. [55][56][57][58][59][60][61][62][63] In addition, some authors reported promising results Downloaded by [Selcuk Universitesi] at 06: 59 27 December 2014 using e-learning and computer-aided methods applied to anatomy teaching. [64][65][66][67] One of the actual challenges in anatomy teaching is in integrating traditional and modern methods in a modern curriculum rather than proving the superiority of one over the other or simply discarding the "old" ones.…”

Developing and evaluating an e-learning package for medical students on genocide and public health

“…[14][15][16][17][18][19][20] E-learning allows the user to access the content virtually anywhere and at any time, as long as an internet connection is available. The package was also designed to allow the slowest of internet connections to support use, and is therefore compatible for use with any device that allows internet access and 'Flash' use.…”