Comparison of a gross anatomy laboratory to online anatomy software for teaching anatomy

2015 ◽  
Vol 9 (1) ◽  
pp. 52-59 ◽  
Author(s):  
Virgil Mathiowetz ◽  
Chih-Huang Yu ◽  
Cindee Quake-Rapp
Keyword(s):  
Gross Anatomy ◽  
Teaching Anatomy ◽  
Anatomy Laboratory

280. The Effects of Dilution Ventilation on Concentrations of Formaldehyde and Phenol in a Gross Anatomy Laboratory

2005 ◽  
Author(s):  
M. Osborne ◽  
K. Hahn ◽  
D. Butgereit ◽  
D. Englund ◽  
C. Rice
Keyword(s):  
Gross Anatomy ◽  
Anatomy Laboratory

Promoting Active Learning in the Gross Anatomy Laboratory

2020 ◽  
pp. 247-257
Author(s):  
Lap Ki Chan ◽  
Ronnie Homi Shroff ◽  
Jian Yang ◽  
Tomasz Cecot
Keyword(s):  
Active Learning ◽  
Gross Anatomy ◽  
Anatomy Laboratory

scholarly journals Teaching cadaveric laparoscopic anatomy in medical curriculum – An essential learning option

2021 ◽  
Vol 8 (4) ◽  
pp. 333-334
Author(s):  
Kaushik Bhattacharya ◽  
Neela Bhattacharya ◽  
Aditya Shikar Bhattacharya
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Three Dimensional ◽  
Gross Anatomy ◽  
Tactile Sensation ◽  
Clinical Anatomy ◽  
Anatomical Features ◽  
Team Working ◽  
Major Disadvantage ◽  
Teaching Anatomy

Teaching anatomy to the medical students is shifting from learning the traditional gross anatomy with didactic lectures to learning anatomy by laparoscopic dissection on the cadavers. The open dissection hall teaching is loosing relevance to learning clinical anatomy with laparoscopic dissection live by the medical students. Laparoscopic demonstrations can generate interest in surgery in the students that would otherwise not be possible in the preclinical years. Additional advantages of laparoscopic anatomy learning are improved three-dimensional orientation, increased dexterity and development of team working skills among students. The magnified laparoscopic views and the ability to deeply explore anatomical features to demonstrate the basic anatomy better with full clarity does makes an impression on the young medical students. The major disadvantage is student may feel the lack of pleasure of tactile sensation, of touching the anatomical organs during laparoscopic demonstration.

scholarly journals First Year Student Perception and Experience of Online Topographical Anatomy Laboratory Classes using Zoom Technology during the COVID-19 Pandemic

2021 ◽  
Vol 29 (3) ◽  
Author(s):  
Rudi Klein ◽  
Chiara Tomassoni ◽  
Gayathri Rajaaman ◽  
Maxwell Winchester ◽  
Norman Eizenberg ◽  
...  
Keyword(s):  
Student Performance ◽  
Learning Experience ◽  
Student Perception ◽  
Visual Learning ◽  
Functional Anatomy ◽  
Gross Anatomy ◽  
First Year ◽  
Topographical Anatomy ◽  
Anatomy Laboratory ◽  
Student Grades

During semester one of 2020, the units ‘Functional Anatomy of the Trunk’ and ‘Functional Anatomy of the Limbs’ which focus on human topographical anatomy were re-designed into an online delivery format and taught remotely in response to the COVID-19 lockdown. It was expected that the move to remote teaching would negatively impact student perception and learning experience, in particular that of the cadaver-based laboratory work. The aim of this study was to investigate whether the replacement of traditional face-to-face cadaver-based anatomy laboratories with an online version using digital anatomy resources and Zoom technology as the communication platform would achieve comparable student learning experience and outcomes. First Year Students (n=69) enrolled in these units were invited to participate in this study and were asked at the conclusion of each unit to complete an anonymous opinion-based survey via Qualtrics. The Qualtrics data, student grades and Learning Management System (LMS) statistics were analysed. Results indicate that student perception of the online gross anatomy laboratory learning was positive and that it had complemented their learning. Most students agreed that as a visual learning resource, it provided an improved understanding of anatomy and helped with the application of anatomical knowledge. Interestingly, student performance showed a similar range of marks compared with previous years. However, students strongly agreed that the online 2D learning experience had significant limitations when compared to live use of cadavers in laboratories.

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