Simulated Medical Learning Environments on the Internet

Dev, Parvati; Montgomery, Kevin; Senger, Steven; Heinrichs, Wm. LeRoy; Srivastava, Saket; Waldron, Kenneth J.

doi:10.1197/jamia.m1089

Cited by 40 publications

(20 citation statements)

References 7 publications

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“…Recent studies support what is commonly experienced: students have difficulties achieving a conceptual understanding of 3D anatomy based on abstract teaching (Cottam 1999;Miller 2000;Garg et al 2001;Dev et al 2002). Misconceptions about physiological phenomena are persistent and hard to address in education (Michael 1998(Michael , 2002.…”

Section: Specific Educational Problems Concerning Anatomy and Physiologymentioning

confidence: 89%

“…More recently, information technology (IT), and in particular 3D visualization, has improved the possibilities for students to imagine hidden structures and functions, thereby facilitating understanding of complex phenomena. The usefulness of 3D images is well documented (Rosse 1995;Zirkel & Zinkel 1997;Garg et al 2001;Dev 2002;McLachlan et al 2004). Simplification, in order to support student learning, might lead to misconceptions and misunderstandings that are hard to let go (Spiro et al 1989).…”

Section: Specific Educational Problems Concerning Anatomy and Physiologymentioning

confidence: 91%

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Advanced 3D visualization in student-centred medical education

et al. 2008

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Background: Healthcare students have difficulties achieving a conceptual understanding of 3D anatomy and misconceptions about physiological phenomena are persistent and hard to address. 3D visualization has improved the possibilities of facilitating understanding of complex phenomena. A project was carried out in which high quality 3D visualizations using high-resolution CT and MR images from clinical research were developed for educational use. Instead of standard stacks of slices (original or multiplanar reformatted) volume-rendering images in the quicktime VR format that enables students to interact intuitively were included. Based on learning theories underpinning problem based learning, 3D visualizations were implemented in the existing curricula of the medical and physiotherapy programs. The images/films were used in lectures, demonstrations and tutorial sessions. Self-study material was also developed. Aims: To support learning efficacy by developing and using 3D datasets in regular health care curricula and enhancing the knowledge about possible educational value of 3D visualizations in learning anatomy and physiology. Method: Questionnaires were used to investigate the medical and physiotherapy students' opinions about the different formats of visualizations and their learning experiences. Results: The 3D images/films stimulated the students will to understand more and helped them to get insights about biological variations and different organs size, space extent and relation to each other. The virtual dissections gave a clearer picture than ordinary dissections and the possibility to turn structures around was instructive. Conclusions: 3D visualizations based on authentic, viable material point out a new dimension of learning material in anatomy, physiology and probably also pathophysiology. It was successful to implement 3D images in already existing themes in the educational programs. The results show that deeper knowledge is required about students' interpretation of images/films in relation to learning outcomes. There is also a need for preparations and facilitation principles connected to the use of 3D visualizations.

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Section: Specific Educational Problems Concerning Anatomy and Physiologymentioning

confidence: 89%

Section: Specific Educational Problems Concerning Anatomy and Physiologymentioning

confidence: 91%

Advanced 3D visualization in student-centred medical education

et al. 2008

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“…The virtual cadaver presented through a variety of media was the new method to promote the quantitative optimum of the anatomy knowledge. Learning anatomy and surgical procedures requires both a conceptual understanding of three-dimensional anatomy and a hands-on manipulation of tools and tissue (Dev et al;Theodoropoulos et al, 1994). There is a remarkable growth in the interest and use of multimedia programs besides the growth in skill in developing multimedia programs.…”

Section: Discussionmentioning

confidence: 99%

“…They praise the need for the given topics and for more integration with the relevant clinical courses (Abutarbush et al, 2006). Individual differences in approaches to learning, prior knowledge and levels of interest lead students to approach an anatomical problem in a variety of ways, which support higher levels of cognition, including reflective thinking (Croy & Dobson, 2003;Dev et al, 2002;Josephson & Moore, 2006;Khalil et al, 2005a;Laurillard, 2013;Linton et al, 2005;Perry et al, 2007;Ramsden, 2003). Evaluation studies have also demonstrated the potential of e-learning for the enhancement of students' professional skills (Abutarbush et al;Khalil et al, 2005a;Wilkes & Bligh, 1999).…”

Section: Introductionmentioning

confidence: 99%

Equine Anatomedia: Development, Integration and Evaluation of an E-Learning Resource in Applied Veterinary Anatomy

2015

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SUMMARY:In Egypt, there is a growing movement to encourage veterinary student-centered learning using the most up to date educational technologies. This paper focuses on a computer-facilitated learning program "Equine Anatomedia", which comprises now two modules (head and digit) fully integrated with the applied anatomy curriculum at Alexandria and Damanhour Universities. The educational design of this program allows students and clinicians to explore anatomical concepts, principles and procedure guidelines in a manner more suited to their individual learning needs than traditional methods. The program comprises over 300 high quality images and diagrams, audio and video clips as well as animated graphics with colored keys highlighting the anatomical features. Staff and student feedback indicates that Equine Anatomedia is an effective and engaging learning tool which helps students to develop their knowledge in anatomy and to appreciate its relevance in clinical situations. In addition, it encourages student-staff interaction and is a useful tool in overcoming the challenges of limited resources and increasing numbers of students.

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“…Touch and kinaesthetic sensation through feeling and manipulating real human tissues is available through studying cadavers, prosected specimens, and living human models (McLachlan and Patten, 2006;Dev et al, 2002), and is particularly important for surgical and procedural training (Dev et al, 2002). Thus, adding haptic feedback to CAL resources has been an active area of research and development for two decades, including for surgical training (Hoffman and Vu, 1997;Dev et al, 2002;Panait et al, 2009;Fang et al, 2014;Ruthenbeck and Reynolds, 2015;Basdogan et al, 2004;Esteban et al, 2014;Kim et al, 2013;Schvartzman et al, 2014;Thomas, 2013;Wu et al, 2014), clinical procedural training (Arevalo et al, 2013), palpation training (Howell et al, 2008;Ullrich and Kuhlen, 2012), and anatomical education (Dev et al, 2002;Kinnison et al, 2009;Sakellariou et al, 2009;Ingole et al, 2015;Khot et al, 2013;Lewis et al, 2014a;Weber et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

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

Yeom

Choi-Lundberg

Fluck

et al. 2017

ITSE

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Biographical Details:Soonja Yeom, is a Lecturer in School of Engineering and ICT. She teaches computer security and programming for the internet. Currently she is a PhD candidate with a thesis titled 'Undergraduate student acceptance of haptic simulation in gross anatomy learning'. Her research interests include technology-enhanced learning, human computer interface, and computer security.Derek Choi-Lundberg, PhD, is Senior Lecturer in Anatomy, School of Medicine, University of Tasmania. He teaches gross anatomy, neuroanatomy and embryology to first to third year medical students, and coordinates year 1, semester 2 of the MBBS course. His research interests include medical and anatomical sciences education, technology-enhanced learning, assessment, near-peer and reciprocal peer teaching & learning, and student learning approaches in anatomy.Andrew Fluck, PhD, is a Senior Lecturer in Information Technology and teacher educator at the University of Tasmania. He has an interest in curriculum transformation through the use of computers; developed an eExam system for students to use their own computers in high stakes assessment; and serves on the executive of Working Group 3.3 (research into educational applications of information technologies) for IFIP/UNESCO. See more at http://andrew.fluck.id.au/.Arthur Sale, PhD, is Emeritus Professor of Computer Science at the University of Tasmania. He has lectured on many aspects of ICT over a career of 55 years including human-computer interfaces, served as Chairman of the University's Professorial Board, as Pro Vice-Chancellor and was for 20 years head of the ICT department. He has published over 90 papers, many book chapters and two books. His primary research interests lie in computer design, programming languages, and the effects of the Internet on society.3 Abstract:Purpose -This research evaluates factors influencing undergraduate students' acceptance of a computer-aided learning (CAL) resource using the Phantom Omni haptic stylus to enable rotation, touch and kinaesthetic feedback, and display of names of three-dimensional (3D) human anatomical structures on a visual display. Design/methodology/approach -Software was developed using the software development life cycle, and was tested by students enrolled in various bachelor degrees at three stages of development within Technology Acceptance Model, action research and design research methodology frameworks, using mixed methods of quantitative and qualitative analysis. Findings -The learning system was generally well-accepted, with usefulness (72 ± 18, mean ± standard deviation, 0-100 visual analogue scale) rated higher (p<0.001) than ease of use (57 ± 22). Ease of use ratings declined across the three versions as modules were added and complexity increased. Students with prior experience with 3D interfaces had higher intention to use the system, and scored higher on identification of anatomical structures. Students with greater kinaesthetic learning preferences tended to rate the system higher. Haptic feedback was consi...

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Simulated Medical Learning Environments on the Internet

Cited by 40 publications

References 7 publications

Advanced 3D visualization in student-centred medical education

Advanced 3D visualization in student-centred medical education

Equine Anatomedia: Development, Integration and Evaluation of an E-Learning Resource in Applied Veterinary Anatomy

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

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