"Virtual rat": a tool for understanding hormonal regulation of gastrointestinal function.

Hsu, Christopher T.; Bailey, Cynthia M.; DiCarlo, Stephen E.

doi:10.1152/advances.1999.276.6.s23

Cited by 7 publications

(6 citation statements)

References 1 publication

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“…For example, one study reported that the use of computer-aided three-dimensional computer models improved performance in a gross anatomy course in medical school, and the effect was greatest in students that had performed lowest on the practical examinations, suggesting that certain student populations may benefit more from technological tools than others (Miller, 2016). Beginning in the late twentieth century, computer-assisted technologies that simulated physiological processes were found to be an effective learning tool for physiology (Richardson, 1997;Hsu et al, 1999). As three-dimensional rotatable images of human organs became available at the beginning of this century, for example, The Visible Body Project ® (Ackerman, 1998(Ackerman, , 2017NLM, 2019) and The Chinese Visible Body Project (Zhang, et al, 2006), the use of computer-assisted learning became increasingly common as a tool in the anatomy classroom.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of an Augmented Reality Head‐Mounted Display in Learning Skull Anatomy at a Community College

Duncan‐Vaidya

Stevenson

2020

Anatomical Sciences Ed

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Despite an increase in the use of technology in undergraduate anatomy education, and the rising popularity of online anatomy courses at community colleges in the United States, there have been no reports on the efficacy of augmented reality on anatomy education in this population. The purpose of this study was to test the hypothesis that augmented reality is an effective and engaging tool for learning anatomy in community college students. Participants recruited from Cuyahoga Community College (Cleveland, OH) studied skull anatomy using either traditional tools (i.e., textbook and plastic skull model) or an augmented reality head‐mounted display with an interactive virtual skull application. Comparison of knowledge before and following the study period revealed that augmented reality was an effective tool for learning skull anatomy: pre‐quiz = 32.7% (± 25.2); mean (± SD), post‐quiz = 61.8% (± 19.5); n = 15; t(28) = 3.53; P = 0.001. The traditional tools were equally effective: pre‐quiz = 44.9 % (± 18.6), post‐quiz = 67.9 % (± 17.3); n = 17; t(32) = 3.73; P = 0.0007. Students rated the augmented reality device as 9.6 (± 1.0); mean (± SD) when asked if it fit the statement “fun to use” on a semantic differential scale from 1 (poor) to 10 (excellent). In conclusion, this study found that augmented reality is an effective and engaging tool for the instruction of skull anatomy at a community college.

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Section: Introductionmentioning

confidence: 99%

The Effectiveness of an Augmented Reality Head‐Mounted Display in Learning Skull Anatomy at a Community College

Duncan‐Vaidya

Stevenson

2020

Anatomical Sciences Ed

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“…Laboratory activities are considered as a fundamental tool to help students learn more effectively (16,27). Various types and designs of experimental sessions have been used, including the classical works and animal models (13,26). Practical classes are important, as they may reinforce learning of the basic content of lectures and texts, providing the student with an in-depth understanding of key and sometimes difficult concepts that serve as a basis for future medical practice.…”

Section: Table 2 Students' Evaluation Of the Use Of Practical Activimentioning

confidence: 99%

“…The regional distribution of normal pulmonary ventilation is heterogeneous, being higher in the dependent than the nondependent parts of the lungs, configuring a vertical gradient of ventilation. The main determinants of this physiological phenomenon include the geometry of the airway tree, the local regional respiratory compliance, and the effects of gravity (13). Body posture can influence the heterogeneity of pulmonary ventilation markedly (11).…”

Section: Introductionmentioning

confidence: 99%

Helping students to understand physiological aspects of regional distribution of ventilation in humans: a experience from the electrical impedance tomography

Holanda

Sousa

Melo

et al. 2018

Advances in Physiology Education

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Undergraduate biomedical students often have difficulties in understanding basic concepts of respiratory physiology, particularly respiratory mechanics. In this study, we report the use of electrical impedance tomography (EIT) to improve and consolidate the knowledge about physiological aspects of normal regional distribution of ventilation in humans. Initially, we assessed the previous knowledge of a group of medical students ( n = 39) about regional differences in lung ventilation. Thereafter, we recorded the regional distribution of ventilation through surface electrodes on a healthy volunteer adopting four different decubitus positions: supine, prone, and right and left lateral. The recordings clearly showed greater pulmonary ventilation in the dependent lung, mainly in the lateral decubitus. Considering the differences in pulmonary ventilation between right and left lateral decubitus, only 33% of students were able to notice it correctly beforehand. This percentage increased to 84 and 100%, respectively ( P < 0.01), after the results of the ventilation measurements obtained with EIT were examined and discussed. A self-assessment questionnaire showed that students considered the practical activity as an important tool to assist in the understanding of the basic concepts of respiratory mechanics. Experimental demonstration of the physiological variations of regional lung ventilation in volunteers by using EIT is feasible, effective, and stimulating for undergraduate medical students. Therefore, this practical activity may help faculty and students to overcome the challenges in the field of respiratory physiology learning.

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“…Over the past 2 decades, there has been an increasing recognition in the physiology education literature as to how innovative interventions can be used to address such issues ranging from case-stimulated and problem-based learning (27,28), patient-centered learning (26), multiple format sessions (13), early clinical exposure (17), acting out concepts (10,30), use of educational puzzles and card games (13,15), and use of classical papers and animal models, both virtual and live (12,23).…”

mentioning

confidence: 99%

Active physiology learning in a diverse class: an analysis of medical student responses in terms of sex, home language, and self-reported test performance

Higgins-Opitz

Tufts

2012

Advances in Physiology Education

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The student body at the Nelson R. Mandela School of Medicine (NRMSM) is very diverse, representing many cultures, religions, and languages. Research has shown that weakness in English can impact student performance. Recent studies have also highlighted sex-based differences in students' learning and listening styles. These factors pose both challenges and opportunities for teachers of physiology. Student presentations were incorporated for a number of years into the traditional didactic second-year medical physiology curriculum at the NRMSM. Feedback obtained about the perceived benefits of these presentations for the learning of gastrointestinal and endocrine physiology included demographic data pertaining to students' sex, home language, and self-reported performance in tests. Analysis of the 50-item questionnaire responses, obtained over a 2-yr period, provided some interesting insights. Student responses to the items differed significantly in 27 of the 50 items in the questionnaire, based on sex alone (22%), sex and home language (7%), home language alone (37%), performance alone (26%), and performance and home language (7%). Our analyses of student perceptions support the findings of other studies and show that factors such as sex, home language, and student performance can play an important role in the way students are motivated to learn. In designing active learning strategies, academics need to take into account the potential influences that might affect student learning in diverse, multicultural, and multilingual classes.

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"Virtual rat": a tool for understanding hormonal regulation of gastrointestinal function.

Cited by 7 publications

References 1 publication

The Effectiveness of an Augmented Reality Head‐Mounted Display in Learning Skull Anatomy at a Community College

The Effectiveness of an Augmented Reality Head‐Mounted Display in Learning Skull Anatomy at a Community College

Helping students to understand physiological aspects of regional distribution of ventilation in humans: a experience from the electrical impedance tomography

Active physiology learning in a diverse class: an analysis of medical student responses in terms of sex, home language, and self-reported test performance

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