Virtual Pelvic Anatomy Simulator: A Pilot Study of Usability and Perceived Effectiveness

Self Cite

Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student-as-teacher (SAT) programs that provide near-peer teaching opportunities to senior medical students. Near-peer teaching is widely regarded as an effective teaching modality; however, whether near-peer teaching experiences in medical school prepare students for the teaching demands of residency is less understood. We explored whether the anatomy-based SAT program through the Human Structure didactic block at Mayo Medical School addressed the core teaching competencies of a medical educator and prepared its participants for further teaching roles in their medical careers. A web-based survey was sent to all teaching assistants in the anatomy-based SAT program over the past five years (2007-2011). Survey questions were constructed based on previously published competencies in seven teaching domains--course development, course organization, teaching execution, student coaching, student assessment, teacher evaluation, and scholarship. Results of the survey indicate that participants in the anatomy-based SAT program achieved core competencies of a medical educator and felt prepared for the teaching demands of residency.

Section: Resultsmentioning

confidence: 99%

Developing medical students as teachers: An anatomy‐based student‐as‐teacher program with emphasis on core teaching competencies

Jay

Starkman

Pawlina

et al. 2013

Self Cite

“…There are many examples of educational research that have used usability testing for the assessment of computer-assisted instruction in anatomy, including Foreman et al, 2005;Gould et al, 2008;Bryner et al, 2008;Lu et al, 2010 andHassinger et al, 2010. These studies focus on the importance of usability testing during initial design stages and they rely, primarily, on survey data to inform design decisions.…”

Section: Usability Testing and Anatomy Educationmentioning

confidence: 99%

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

Doubleday

O’Loughlin

Doubleday

2011

An increasing number of instructors are seeking to provide students with online anatomy resources. Many researchers have attempted to identify associations between resource use and student learning but few studies discuss the importance of usability testing in resource design and modification. Usability testing provides information about ease of use and resource flexibility and indicates navigational issues that contribute to extraneous cognitive load for the user. An example of usability testing for modification of an online anatomy resource called the "Virtual Lab" is presented. Usability testing was used to determine whether increased content would impair navigation through the interface. Subjects with varying levels of experience with anatomy content were recruited to assess efficiency and effectiveness (defined by usability standards) of the original resource and of the redesigned resource. Comparisons between usability evaluation of the original "Virtual Lab" (OVL) and of the redesigned "Virtual Lab" (RVL) revealed that subjects were better able to successfully complete tasks using the RVL than they were with the OVL. Results also demonstrated that subjects did not take significantly more time to successfully complete tasks with the RVL. Additionally, usability testing revealed that subjects were able to successfully complete tasks using the RVL regardless of whether they possessed prior experience with anatomy content or not. Results of this study suggest that the modified resource is more effective for users. The example presented here underscores the need for usability testing prior to resource implementation and whenever significant changes are made to a resource interface.

“…A male pelvis model was created from coregistered CT and MR for educational purposes (Holubar et al, 2009). Pilot surveys suggest a high level of user preference for their model and although some participants felt a greater level of detail was required, the tool was well received (Hassinger et al, 2010). Hassinger and his collaborators suggests further testing is warranted to understand the incremental impacts the model affords to anatomical education as it pertains to surgery.…”

Section: Discussionmentioning

confidence: 99%

Explorable three‐dimensional digital model of the female pelvis, pelvic contents, and perineum for anatomical education

Sergovich

Johnson

Wilson

2010

The anatomy of the pelvis is complex, multilayered, and its three-dimensional organization is conceptually difficult for students to grasp. The aim of this project was to create an explorable and projectable stereoscopic, three-dimensional (3D) model of the female pelvis and pelvic contents for anatomical education. The model was created using cryosection images obtained from the Visible Human Project, in conjunction with a general-purpose three-dimensional segmentation and surface-rendering program. Anatomical areas of interest were identified and labeled on consecutive images. Each 2D slice was reassembled, forming a three-dimensional model. The model includes the pelvic girdle, organs of the pelvic cavity, surrounding musculature, the perineum, neurovascular structures, and the peritoneum. Each structure can be controlled separately (e.g. added, subtracted, made transparent) to reveal organization and/or relationships between structures. The model can be manipulated and/or projected stereoscopically to visualize structures and relationships from different angles with excellent spatial perception. Because of its ease of use and versatility, we expect this model may provide a powerful teaching tool for learning in the classroom or in the laboratory.