The relationships between learning outcomes and methods of teaching anatomy as perceived by medical students

2010 ◽  
Vol 24 (4) ◽  
pp. 489-497 ◽  
Author(s):  
Jane Kerby ◽  
Zena N. Shukur ◽  
Joseph Shalhoub
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Teaching Anatomy

scholarly journals Comparison of the effectiveness of lecture instruction and virtual reality-based serious gaming instruction on the medical students’ learning outcome about approach to coma

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meysam Siyah Mansoory ◽  
Mohammad Rasool Khazaei ◽  
Seyyed Mohsen Azizi ◽  
Elham Niromand
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Serious Game ◽  
Control Group ◽  
Serious Gaming ◽  
E Learning ◽  
The Mean ◽  
Lecture Instruction

Abstract Background New approaches to e-learning and the use of virtual reality technology and serious game in medical education are on the rise. Therefore, the purpose of this study was to compare the effectiveness of lecture method and virtual reality-based serious gaming (VRBSG) method on students learning outcomes about the approach to coma. Methods We adopted a randomized trial method for this study and selected 50 medical students dividing them into experimental and control groups. Students’ learning outcome was measured with a 10-item test. Serious game usability scale was used to evaluate the usability of the serious game. Descriptive and inferential statistics were used for data analysis by SPSS-22 software. Results Students’ familiarity with e-learning and VRBSG was low. The mean usability of a VRBSG was 126.78 ± 10.34 out of 150. The majority of students were eager to be instructed through VRBSG. The mean score of learning outcomes in the experimental group was significantly higher than the control group (t = − 2.457, P = 0.019). Conclusion Students’ learning outcomes in the VRBSG group in the test approach to coma were significantly better than the lecture group. The usability of the serious game instruction method was high. Taken together, instruction through VRBSG had an effective role in medical students’ learning.

scholarly journals Designing Learning Outcomes for Handoff Teaching of Medical Students Using Group Concept Mapping

2015 ◽  
Vol 90 (7) ◽  
pp. 988-994 ◽  
Author(s):  
Helen Hynes ◽  
Slavi Stoyanov ◽  
Hendrik Drachsler ◽  
Bridget Maher ◽  
Carola Orrego ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Concept Mapping ◽  
Group Concept Mapping ◽  
Group Concept

Replicating Anatomical Teaching Specimens using 3D Modelling Embedded within a Multimodal E-Learning Course: A Pre/Post Study Exploring the Impact on Medical Education during COVID-19 (Preprint)

2021 ◽  
Author(s):  
Chelsea Stunden ◽  
Sima Zakani ◽  
Avery Martin ◽  
Shreya Moodley ◽  
John Jacob
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Test Scores ◽  
Student Attitudes ◽  
Congenital Heart ◽  
Secondary Outcome ◽  
First Year ◽  
Undergraduate Medical Students ◽  
E Learning ◽  
The Impact

BACKGROUND The coronavirus disease 2019 (COVID-19) pandemic has had significant effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal way of learning anatomy. We created and tested a customized congenital heart disease e-learning course for medical students that contained interactive 3D models of anonymized pediatric congenital heart defects. OBJECTIVE To assess if a multimodal e-learning course contributed to learning outcomes in a cohort of first year undergraduate medical students study congenital heart diseases. Secondarily, we assess student attitudes and experiences associated with multimodal e-learning. METHODS The pre/post study design involved 290 first year undergraduate medical students. Recruitment was conducted through the course instructors. Data were collected before using the course and after using the course. The primary outcome was knowledge acquisition (test scores). The secondary outcome included attitudes and experiences, as well as time to complete the modules, and browser metadata. RESULTS A total of 141 students were included in the final analysis (N=141). Students’ knowledge significantly improved by an average of 44.6% when using the course (SD 1.73, Z = -10.287, p < 0.001). 88.26% of students were highly motivated to learn with the course and 93.5% of students reported positive experiences with the course. There was a strong correlation between attitudes and experiences, which was statistically significant (rs = 0.687, p<0.001, N = 122). There were no relationships found between change test scores and attitudes or experiences (p>0.05). Students most frequently completed the e-learning course with Chrome (77.3%), and on Apple MacOS (61.0%) or Windows 10 (36.9%). Most students had devices with high-definition screens (83.0%). Most students (58.9%) completed the course in under 3 hours. CONCLUSIONS Multi-modal e-learning could be a viable solution to improving learning outcomes and experiences for undergraduate medical students, who do not have access to cadavers. Future research should focus on validating long-term learning outcomes. CLINICALTRIAL n/a

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 Adaptive doctors: preparing tomorrows doctors for practice in the Anthropocene Epoch

2021 ◽  
Author(s):  
Claudia Slimings ◽  
Emily Sisson ◽  
Connor Larson ◽  
Devin Bowles ◽  
Rafat Hussain
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Activities ◽  
Curriculum Mapping ◽  
Learning Approaches ◽  
Future Health ◽  
Work Activity ◽  
Planetary Health ◽  
E Learning

Background: The future health workforce needs to be equipped with the knowledge, skills, and motivation to deliver sustainable healthcare and promote planetary health. The aim of this study was to design, implement and evaluate a new suite of planetary health learning activities piloted by medical students for a range of medical professionals. Methods: The study consisted of three components: curriculum mapping, development of learning activities and evaluation. Curriculum mapping involved searching program learning outcomes using relevant search terms. Two learning activities were co-developed with medical students comprising of an e-learning component and an inquiry-based small group workshop presented to 99 2nd year students. Evaluation consisted of pre- and post-learning knowledge quizzes and a student feedback survey. Results: A total of 30 learning outcomes were identified with the majority located in the first two years of the four-year program. The overall evaluation response rate was 49.5%, and 19% completed the feedback survey. The mean pre- and post-lesson scores, respectively, were 7.09 (SD=1.84) and 9.53 (SD=1.69) out of a possible score of 12, increasing by 2.37 points on average (95% confidence interval [CI] 1.66-3.09). Overall, the new activities were rated as excellent/good by 84.2% of respondents. The e-learning module rated more highly as a meaningful learning experience than the workshop (89% v. 63.2%). The most common criticism was the length of time it took to complete the e-learning. Conclusion: Students already had a good understanding of planetary health facts and the e-learning lesson served to confirm, review and update their knowledge. Students embraced the opportunity to engage in interactive learning through the problem-solving group work activity. There is very little vertical alignment of environmental and climate issues across all four years of the medical program in our institution and a variety of learning approaches should be considered when revising the curriculum.

scholarly journals Active learning of medical students in Taiwan: A realist evaluation

2020 ◽  
Author(s):  
Chien-Da Huang ◽  
Hsu-Min Tseng ◽  
Chang-Chyi Jenq ◽  
Liang-Shiou Ou
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Professional Identity ◽  
Learning Outcomes ◽  
Cultural Context ◽  
Early Stage ◽  
Self Regulation ◽  
Realist Evaluation ◽  
Evaluation Framework ◽  
Process Models

Abstract Background: Active learning is defined as any instructional method that engages students in the learning process. Cultural differences in learning patterns can play an important role in engagement with active learning. We aimed to examine process models of active learning to understand what works, for whom and why. Methods: Forty-eight sixth- and seventh-year medical students with experience of active learning methods were purposively selected to participate in ten group interviews. Interactions around active learning were analysed using a realist evaluation framework to unpack the ‘context-mechanism-outcome’ (CMO) configurations. Results: Three core CMO configurations, including cultural, training and individual domains, were identified. In the cultural context of a strong hierarchical culture, the mechanisms of fear prompted students to be silent (outcome) and dare not give their opinions. In the training context of teacher-student familiarity alongside teachers’ guidance, the mechanisms of learning motivation, self-regulation and enthusiasm were triggered, prompting positive learning outcomes and competencies (outcome). In the individual context of learning how to learn actively at an early stage within the medical learning environment, the mechanisms of internalisation, professional identity and stress resulted in recognising active learning and advanced preparation (outcomes). Conclusions: We identified three CMO configurations of Taiwanese medical students’ active learning. The connections among hierarchical culture, fear, teachers’ guidance, motivation, the medical environment and professional identity have been shown to affect the complex interactions of learning outcomes. Fear derived from a hierarchical culture is a concern as it is a significant and specific contextual factor, often sparking fear with negative outcomes.

scholarly journals What do medical students need to know about pediatric musculoskeletal (pMSK) medicine? Defining the learning outcomes

2012 ◽  
Vol 10 (S1) ◽  
Author(s):  
Sharmila Jandial ◽  
Jane Stewart ◽  
Lesley Kay ◽  
Helen E Foster
Keyword(s):  
Medical Students ◽  
Learning Outcomes
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