The development of interactive online learning tools for the study of Anatomy

Abstract

Background: The study of human anatomy is a core component of health science programs. However large student enrolments and the content-packed curricula associated with these programs have made it difficult for students to have regular access to cadaver laboratories. Methods: Adobe Flash MX TM was used with cadaver digital photographs and textbook-derived illustrations to develop interactive

The virtual anatomy laboratory: Usability testing to improve an online learning resource for anatomy education

“…Digital online resources are making up an increasingly greater percentage of study tools for students of the anatomical sciences (McNulty et al, 2000;Greenhalgh, 2001;Huang and Huang, 2003;Huang, 2004;Foreman et al, 2005;Granger et al, 2006;Temkin et al, 2006;Spitzer and Schertzinger, 2006;O'Byrne et al, 2008). Many of these resources are also being incorporated as important parts of curriculum and course design in undergraduate programs and in medical, dental, and other professional schools, rather than simply as supplemental resources (Sullivan and Harden, 2005;Su, 2008;Khan et al, 2008;Khogali et al, 2011).…”

Simulation techniques in the anatomy curriculum: review of literature

“…Implementation of radiology basics and new learning opportunities involving such techniques as image labelling, 3D reconstruction, and multiplanar reformatting appear to be relevant [48]. The virtual human dissector or the 3D stereoscopic images are significant elements of the modern anatomical curriculum making the study of anatomy more effective [12,16,35,40].…”

The anatomy of anatomy: A review for its modernization

“…The protection of patients and provision of safe and optimal healthcare must be held as the highest priority. Fortunately, there are a wealth of new innovative resources and more pioneering methodology to enhance the life-long learning experience of something as fundamental as anatomy and to objectively measure progression within the course (Tabas et al, 2005;O'Byrne et al, 2008;Vasan et al, 2008;Alexander et al, 2009;Chollet et al, 2009;Choudhury et al, 2009;Daly, 2009;McNulty et al, 2009;Nowinski et al, 2009) while maintaining the individual learning climate of universities. It now depends on universities all over to unite for promoting the significance of anatomy education and an optimal curriculum for all medical, surgical, nursing, and biomedical specialties, before its decline will lead to inevitable dire consequences for global patient healthcare.…”

“…Vascular anatomy can also be better visualized using virtual contrast injection to convert MRI and CT imaging into 3D virtual reality movie sequences (Petersson et al, 2009). Otherwise, study tools, revision sessions, and examinations can be completed at individual pace, and progression can be measured objectively between time intervals using interactive online e-learning modules (O'Byrne et al, 2008;Choudhury et al, 2009). …”