Human cadavers Vs. multimedia simulation: A study of student learning in anatomy

Abstract

Multimedia and simulation programs are increasingly being used for anatomy instruction, yet it remains unclear how learning with these technologies compares with learning with actual human cadavers. Using a multilevel, quasi-experimental-control design, this study compared the effects of "Anatomy and Physiology Revealed" (APR) multimedia learning system with a traditional undergraduate human cadaver laboratory. APR is a model-based multimedia simulation tool that uses high-resolution pictures to construct a prosected cadaver. APR also provides animations showing the function of specific anatomical structures. Results showed that the human cadaver laboratory offered a significant advantage over the multimedia simulation program on cadaver-based measures of identification and explanatory knowledge. These findings reinforce concerns that incorporating multimedia simulation into anatomy instruction requires careful alignment between learning tasks and performance measures. Findings also imply that additional pedagogical strategies are needed to support transfer from simulated to real-world application of anatomical knowledge.

The struggle to understand: exploring medical students' experiences of learning and understanding during a basic science course

“…case seminars with organs and autopsies, seemed to help students develop connections and place the theoretical knowledge in a relevant context. The opportunity to examine organs, visually and tactile, may be important for learning, which has also been found by other researchers (Preece et al 2013, Saltarelli et al 2014). …”

“…Furthermore, tactile experiences seem to be important for learning in medicine. Students seem to learn more when participating in anatomical dissections or using physical anatomical models rather than virtual models (Preece et al 2013, Saltarelli et al 2014. The importance of seeing and touching real organs when learning pathology has also been reported by Weurlander and colleagues (2009).…”

3DBody Software Experimental Platform for Course of Sports Anatomy

“…The obtained data supports the role of eBook technology in modern anatomy curriculum as a useful adjunct to traditional methods. Saltarelli et al [5] built an experimental software system called "Anatomy and Physiology Revealed" (APR), which is a model-based multimedia simulation tool that uses high-resolution pictures to construct a prosected cadaver, and also provides animations showing the function of specific anatomical structures. Researches show that this software is helpful to improve students' cognition degree of knowledge.…”

Factors influencing undergraduate students’ acceptance of a haptic interface for learning gross anatomy

“…Basic e-book versions of traditional anatomy textbooks and atlases use static 2D images. In contrast, many CAL resources provide fadable, layered 2D images allowing virtual dissection (Saltarelli et al, 2014) and/or rotatable 3D images (with or without stereoscopic viewing) (Cornwall and Pollard, 2012;Lewis et al, 2014b;Temkin et al, 2006;Yammine and Violato, 2015). A meta-analysis of 36 studies found that 3D images are superior to 2D in spatial and factual anatomical knowledge, satisfaction and perceived effectiveness (Yammine and Violato, 2015).…”

“…A meta-analysis of 36 studies found that 3D images are superior to 2D in spatial and factual anatomical knowledge, satisfaction and perceived effectiveness (Yammine and Violato, 2015). Comparing 3D CAL resources with dissection has produced mixed results, either similar performance on spatial anatomical knowledge (Codd and Choudhury, 2011) or worse performance from 3D CAL resources on identification and explanation questions (Saltarelli et al, 2014).…”