The effect of labeling the body organs on the learning of practical anatomy courses

Pourahmadi, Mohammad; Javeshghani, Danesh; Najafipour, Sedigheh; Bigizadeh, Shiva

doi:10.29252/jmj.11.1.1

Cited by 2 publications

(2 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Next, the students expressed higher satisfaction with the tablet-based approach because of two notable features: clear labeling of anatomical structures and exibility to manipulate and view them from various angles (Figure 4b). According to previous studies, accurately labeling structures is crucial in enhancing learners' understanding and recognition of anatomical components (Pourahmadi et al 2013;Skulmowski 2022). Moreover, the ability to view anatomical structures from various angles contributes signi cantly to comprehending anatomical structures (Brito et al 2022;Ahmed 2023).…”

Section: Survey Results Of "Human Anatomy" Laboratorymentioning

confidence: 99%

Effectiveness and Satisfaction of Virtual Dissection on Medical Students: Randomized Controlled Trials Compared to Cadaver Dissection

Yun,

Kwon,

Jeon

et al. 2024

Preprint

View full text Add to dashboard Cite

Recent technological advancements have revolutionized medical education, leading to a decline in traditional cadaver dissection. This study aims to investigate the academic performance and satisfaction of students by comparing the effectiveness of virtual and cadaver dissections. This study involved 154 first-year medical students who participated in Human Anatomy and Neuroanatomy laboratories. A curriculum using head-mounted displays (HMDs), life-sized touchscreens, and tablets, was developed. Through crossover randomized controlled trials, students were randomly assigned to virtual (virtual dissection à cadaver dissection) or cadaver (cadaver dissection à virtual dissection) groups. Data collected evaluated academic performance and student satisfaction through quizzes and surveys. In the Human Anatomy laboratory, the cadaver group for each class differed in heart extraction, dissection, and observation. In observation class, the virtual group had a significantly higher quiz score than the cadaver group. In other classes, no significant differences were observed. Compared to the cadaver, satisfaction was significantly higher for HMD (esthetics and immersion), life-size touchscreen (esthetics, understanding of the concept, and spatial ability), and tablets (esthetics, understanding of the concept, spatial ability, and continuous use intention). In the Neuroanatomy laboratory, the virtual group showed significantly higher quiz scores than the cadaver group. Compared to using cadavers, tablets showed a significantly higher satisfaction for esthetics, understanding of the concept, and spatial ability. These findings indicate that virtual dissection can supplement or replace cadaver dissections in medical education. This study is innovative in that it successfully delivered scenario-based virtual content and validated the efficacy in academic performance and satisfaction when using virtual devices compared to handling cadavers. Trial registration: This research has been registered in the Clinical Research Information Service (CRIS, https://cris.nih.go.kr/cris/search/detailSearch.do?search_lang=E&focus=reset_12&search_page=L&pageSize=10&page=undefined&seq=26002&status=5&seq_group=26002) with registration number "KCT0009075" and registration date "27/12/2023".

show abstract

Section: Survey Results Of "Human Anatomy" Laboratorymentioning

confidence: 99%

Effectiveness and Satisfaction of Virtual Dissection on Medical Students: Randomized Controlled Trials Compared to Cadaver Dissection

Yun,

Kwon,

Jeon

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…Clear labeling and multi-angle observation likely enhanced students' understanding of anatomical structures. Accurate labeling is known to enhance learners' understanding and recognition of anatomical components 46 , 47 . Additionally, the ability to view anatomical structures from various angles contributes significantly to comprehending anatomical structures 48 , 49 .…”

Section: Discussionmentioning

confidence: 99%

Effectiveness and satisfaction with virtual and donor dissections: A randomized controlled trial

Yun,

Kwon,

Jeon

et al. 2024

Sci Rep

View full text Add to dashboard Cite

In recent years, human anatomy education has faced challenges with traditional donor dissection, leading to the emergence of virtual dissection as an alternative. This study aims to investigate the academic performance and satisfaction of medical students by comparing the virtual and donor dissections. An open-labeled crossover randomized controlled trial was conducted with 154 first-year medical students in Human Anatomy and Neuroanatomy laboratories, which were divided into three classes. Students were randomly assigned to either the virtual (virtual dissection followed by donor dissection) or donor (donor dissection followed by virtual dissection) groups in each class. A curriculum, incorporating head-mounted displays (HMDs), a life-sized touchscreen, and tablets, was developed. Data was evaluated through quizzes and surveys. In the Human Anatomy laboratory, each class of the donor group conducted heart extraction, dissection and observation. In observation class, the virtual group had a significantly higher mean quiz score than the donor group (p < 0.05). Compared to the donor, satisfaction was significantly higher for the HMD (understanding of concept and immersion), life-size touchscreen (esthetics, understanding of the concept, and spatial ability), and tablet (esthetics, understanding of the concept, spatial ability, and continuous use intention). In the Neuroanatomy laboratory, the virtual group showed significantly higher mean quiz scores than the donor group (p < 0.05), and tablet showed a significantly higher satisfaction than donor in terms of esthetics, understanding of the concept, and spatial ability. These results suggest that virtual dissection has the potential to supplement or replace donor dissection in anatomy education. This study is innovative in that it successfully delivered scenario-based virtual content and validated the efficacy in academic performance and satisfaction when using virtual devices compared to donor.Trial registration: This research has been registered in the Clinical Research Information Service (CRIS, https://cris.nih.go.kr/cris/search/detailSearch.do?search_lang=E&focus=reset_12&search_page=L&pageSize=10&page=undefined&seq=26002&status=5&seq_group=26002) with registration number "KCT0009075" and registration date "27/12/2023".

show abstract

The effect of labeling the body organs on the learning of practical anatomy courses

Cited by 2 publications

References 3 publications

Effectiveness and Satisfaction of Virtual Dissection on Medical Students: Randomized Controlled Trials Compared to Cadaver Dissection

Effectiveness and Satisfaction of Virtual Dissection on Medical Students: Randomized Controlled Trials Compared to Cadaver Dissection

Effectiveness and satisfaction with virtual and donor dissections: A randomized controlled trial

Contact Info

Product

Resources

About