The Theoretical Base of E-Learning and Its Role in Surgical Education

Evgeniou, Evgenios; Loizou, Peter

doi:10.1016/j.jsurg.2012.06.005

Cited by 66 publications

(62 citation statements)

References 12 publications

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“…Some previous studies have found physical models may be more beneficial than 3D virtual models when learning anatomy (Khot et al, 2013;Preece et al, 2013). However, in comparison to traditional learning tools (e.g., plastic models, books, printed material), e-learning tools are advantageous in terms of greater ease of accessibility, convenience and flexibility of learning, presentation of multimedia elements and ease with which information may be updated or revised (Chenkin et al, 2008;Evgeniou and Loizou, 2012;Jayakumar et al, 2015). Consequently, educators have begun a shift toward integrating e-learning resources, such as computer models into anatomy courses, with the intention of improving student comprehension (Glittenberg and Binder, 2006;Brenton et al, 2007;Brown et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of an online three‐dimensional interactive resource for undergraduate neuroanatomy education

Allen

Eagleson

Ribaupierre

2016

Anatomical Sciences Ed

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Neuroanatomy is one of the most challenging subjects in anatomy, and novice students often experience difficulty grasping the complex three-dimensional (3D) spatial relationships. This study evaluated a 3D neuroanatomy e-learning module, as well as the relationship between spatial abilities and students' knowledge in neuroanatomy. The study's cross-over design divided the participants into two groups, each starting with tests for anatomy knowledge and spatial ability, followed by access to either the 3D online learning module or the gross anatomy laboratory. Participants completed a second knowledge test prior to accessing the other learning modality. Participants in both groups scored significantly higher on Quiz 1 than on the Pretest knowledge assessment (W = 47, P < 0.01; W = 30, P < 0.01). Students who initially accessed the 3D online resources scored significantly better on the Quiz 1 than students who accessed the gross anatomy resources (W = 397.5, P < 0.01). Scores significantly improved on Quiz 2 for participants who accessed the 3D learning module following exposure to the cadaveric resources (W = 94, P < 0.01). After exposure to both learning modalities, there were no significant differences between groups. Significant positive correlations were found between participants' spatial ability score and their performance on the Pretest, Quiz 1, and Quiz 2 assessments (r = 0.22, P = 0.04; r = 0.25, P = 0.02; r = 0.26, P = 0.02). These preliminary results found students appreciated working with the 3D e-learning module, and their learning outcomes significantly improved after accessing the resource. Anat Sci Educ 9: 431-439. © 2016 American Association of Anatomists.

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Section: Introductionmentioning

confidence: 99%

Evaluation of an online three‐dimensional interactive resource for undergraduate neuroanatomy education

Allen

Eagleson

Ribaupierre

2016

Anatomical Sciences Ed

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“…Artistic approaches can be implemented at low cost with minimal additional resources (Bennett, ) and are viewed as interesting and informative by students (de la Croix et al, ). Artistic learning methods are appropriate for application to taught anatomy learning environments (Nayak and Kodimajalu, ; Naug, et al, ; Lyon, et al, ), while recent advances in e‐learning technologies (Ruiz, et al, ; Evgeniou and Loizou, ; Feng et al, ) indicate that artistic methods could also be applied to self‐directed learning within this context.…”

Section: Introductionmentioning

confidence: 99%

Improvements in anatomy knowledge when utilizing a novel cyclical “Observe‐Reflect‐Draw‐Edit‐Repeat” learning process

Backhouse

Fitzpatrick

Hutchinson

et al. 2016

Anatomical Sciences Ed

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Innovative educational strategies can provide variety and enhance student learning while addressing complex logistical and financial issues facing modern anatomy education. Observe-Reflect-Draw-Edit-Repeat (ORDER), a novel cyclical artistic process, has been designed based on cognitivist and constructivist learning theories, and on processes of critical observation, reflection and drawing in anatomy learning. ORDER was initially investigated in the context of a compulsory first year surface anatomy practical (ORDER-SAP) at a United Kingdom medical school in which a cross-over trial with pre-post anatomy knowledge testing was utilized and student perceptions were identified. Despite positive perceptions of ORDER-SAP, medical student (n = 154) pre-post knowledge test scores were significantly greater (P < 0.001) with standard anatomy learning methods (3.26, SD = ±2.25) than with ORDER-SAP (2.17, ±2.30). Based on these findings, ORDER was modified and evaluated in the context of an optional self-directed gross anatomy online interactive tutorial (ORDER-IT) for participating first year medical students (n = 55). Student performance was significantly greater (P < 0.001) with ORDER-IT (2.71 ± 2.17) when compared to a control tutorial (1.31 ± 2.03). Performances of students with visual and artistic preferences when using ORDER were not significantly different (P > 0.05) to those students without these characteristics. These findings will be of value to anatomy instructors seeking to engage students from diverse learning backgrounds in a research-led, innovative, time and cost-effective learning method, in the context of contrasting learning environments. Anat Sci Educ 10: 7-22. © 2016 American Association of Anatomists.

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“…Utilization of the Internet as a repository for resources and a framework for curricular models has been shown to have remarkable success, and the concept of e-learning offers a number of benefits that may be highly attractive to the modern surgical trainee [11,12]. Online resources have been particularly effective in supplementing on-the-ground clinical teaching efforts in the broad field of surgical education [13,14].…”

mentioning

confidence: 99%

Online Learning in Thoracic Surgical Training: Promising Results of Multi-Institutional Pilot Study

Antonoff

Verrier

Yang

et al. 2014

The Annals of Thoracic Surgery

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The Theoretical Base of E-Learning and Its Role in Surgical Education

Cited by 66 publications

References 12 publications

Evaluation of an online three‐dimensional interactive resource for undergraduate neuroanatomy education

Evaluation of an online three‐dimensional interactive resource for undergraduate neuroanatomy education

Improvements in anatomy knowledge when utilizing a novel cyclical “Observe‐Reflect‐Draw‐Edit‐Repeat” learning process

Online Learning in Thoracic Surgical Training: Promising Results of Multi-Institutional Pilot Study

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