Virtual human dissector as a learning tool for studying cross-sectional anatomy

Donnelly, Leo; Patten, Debra; White, Pamela; Finn, Gabrielle M.

doi:10.1080/01421590802512953

Cited by 54 publications

(44 citation statements)

References 6 publications

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“…Our findings concur with previous studies showing that alternative methods of teaching anatomy, such as body painting and use of the Virtual Human Dissector are educationally beneficial (Donnelly et al, 2009;Finn, 2010;Patten et al, 2010). Figure 2.…”

Section: Cadavers Versus Ultrasoundsupporting

confidence: 95%

“…In light of these factors, other methods of teaching anatomy reported in the literature include multimedia such as the Virtual Human Dissector TM (Touch of Life Technologies Inc., Aurora, CO) body painting and plastic models to name but a few. An evidence base for the use of these alternative modalities is vastly growing (McLachlan, 2004;Donnelly et al, 2009;Finn, 2010;. *Correspondence to: Dr. Gabrielle M. Finn, School of Medicine and Health, Durham University, University Boulevard, Thornaby-on-Tees, TS17 6BH, United Kingdom.…”

Section: Introductionmentioning

confidence: 99%

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Ultrasound and cadaveric prosections as methods for teaching cardiac anatomy: A comparative study

Griksaitis

Sawdon

Finn

2011

Anatomical Sciences Ed

104

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This study compared the efficacy of two cardiac anatomy teaching modalities, ultrasound imaging and cadaveric prosections, for learning cardiac gross anatomy. One hundred and eight first-year medical students participated. Two weeks prior to the teaching intervention, students completed a pretest to assess their prior knowledge and to ensure that groups were equally randomized. Students, divided into pre-existing teaching groups, were assigned to one of two conditions; "cadaver" or "ultrasound." Those in the cadaver group received teaching on the heart using prosections, whereas the ultrasound group received teaching using live ultrasound images of the heart. Immediately after teaching, students sat a post-test. Both teaching modalities increased students' test scores by similar amounts but no significant difference was found between the two conditions, suggesting that both prosections and ultrasound are equally effective methods for teaching gross anatomy of the heart. Our data support the inclusion of either cadaveric teaching or living anatomy using ultrasound within the undergraduate anatomy curriculum, and further work is needed to compare the additive effect of the two modalities.

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Section: Cadavers Versus Ultrasoundsupporting

confidence: 95%

Section: Introductionmentioning

confidence: 99%

Ultrasound and cadaveric prosections as methods for teaching cardiac anatomy: A comparative study

Griksaitis

Sawdon

Finn

2011

Anatomical Sciences Ed

104

View full text Add to dashboard Cite

show abstract

“…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].…”

Section: Category 3 Other (Problem-based Learning and Visualisation)mentioning

confidence: 99%

Simulation techniques in the anatomy curriculum: review of literature

Torres

Pietrzyk

et al. 2014

Folia Morphol

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“…[1][2][3][4] Different students learn anatomy in different ways. [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17] Some students prefer learning in pairs, trios or even larger groups. [3,8,18] However, some students rarely turn to their peers for help, working happily as individuals.…”

Section: Introductionmentioning

confidence: 99%

Study preferences in anatomy education: a descriptive study including preliminary results

Karaer¹,

Barut²

2017

Anatomy

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Objectives: In anatomical education, there is a lack of consensus about the best or most efficient method used. Additionally, the learning style of students varies, and information related with the medical students' preferences for learning anatomy is rather limited. Thus, this article aimed to identify the study preferences of medical students in Turkey.Methods: Ninety-seven medical students aged between 19-26 years participated in the study. Participants were asked 16 questions related with the education system and study preferences of anatomy. Nine of the questions were related with the education system of their school in general and in terms of anatomy and seven of the questions were related with their way of studying anatomy, including time spent for studying, preference for a group or individual study, study materials and methods.Results: 88.6% of the respondents indicated that integrated medical education was the education system used in their schools. Systematic anatomy was the main method (93.8%) chosen for anatomy. Plastic models were the most frequent preference for lab studies (90.7%) followed by prosections (58.8%), specimens (30.9%) and cadaver dissections (21.6%). Majority of the respondents preferred studying anatomy alone (86.6%). Furthermore, students stated their preference of study methods as one or more at the same time, and the distribution of these methods were as follows: correlation of structures with relations (53.6%), functions (52.6%), clinical situations (30.9%), memorizing with mnemonics (53.6%) or tables and lists (45.4%), flash cards (7.2%), and regular repetitions (40.2%). Conclusion:Study preferences may lead changes in anatomy curricula in the future.

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Virtual human dissector as a learning tool for studying cross-sectional anatomy

Cited by 54 publications

References 6 publications

Ultrasound and cadaveric prosections as methods for teaching cardiac anatomy: A comparative study

Ultrasound and cadaveric prosections as methods for teaching cardiac anatomy: A comparative study

Simulation techniques in the anatomy curriculum: review of literature

Study preferences in anatomy education: a descriptive study including preliminary results

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