scholarly journals Effectiveness of Human Anatomy Education for Pharmacy Students via the Internet

2008 ◽  
Vol 72 (6) ◽  
pp. 145 ◽  
Author(s):  
Aimee L. Limpach ◽  
Parham Bazrafshan ◽  
Paul D. Turner ◽  
Michael S. Monaghan
Keyword(s):  
Pharmacy Students ◽  
Human Anatomy ◽  
The Internet ◽  
Anatomy Education

A survey of virtual human anatomy education systems

2018 ◽  
Vol 71 ◽  
pp. 132-153 ◽  
Author(s):  
Bernhard Preim ◽  
Patrick Saalfeld
Keyword(s):  
Human Anatomy ◽  
Virtual Human ◽  
Anatomy Education ◽  
Education Systems

scholarly journals Dissection‐based Audiovisual Modules to Supplement Laboratory‐based Human Anatomy Education

2018 ◽  
Vol 32 (S1) ◽  
Author(s):  
William Albabish ◽  
Genevieve S. Newton ◽  
Lorraine Jadeski
Keyword(s):  
Human Anatomy ◽  
Anatomy Education

scholarly journals Evaluation of Anatomy Course Teaching and Learning Outcomes for Iraqi Pharmacy Students: Internet-based Learning versus Blended Learning During the Pandemic

2021 ◽  
Vol 9 (A) ◽  
pp. 782-788
Author(s):  
Sinan Farhan ◽  
Ahmed Al-Imam ◽  
Marek A. Motyka
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Online Survey ◽  
Practical Knowledge ◽  
Theoretical Aspect ◽  
Pharmacy Students ◽  
Human Anatomy ◽  
Teaching Staff ◽  
Teaching Process

BACKGROUND: Academic courses of human anatomy need to be reviewed periodically by students to ensure better learning outcomes, especially when the teaching process became internet-dependent during the pandemic. AIM: Our study aims to explore pharmacy students’ opinions concerning the theoretical and practical elements of the anatomy course taught in the College of Pharmacy at Al-Rafidain University. MATERIALS AND METHODS: The ethical committee of the College of Pharmacy at Al-Rafidain University approved the study. We prepared a questionnaire (Cronbach’s Alpha = 0.735) to evaluate the positive and negative aspects of the teaching process. The questionnaire was presented as an online survey to pharmacy students (n = 305) who finished their anatomy course in two learning modalities, Internet-based learning (n1 = 105, 34.43%) and blended learning (BL) (n2 = 200, 65.57%). RESULTS: Participants of both groups were satisfied with the syllabus, using internet-based materials, and problem-based learning concerning the theoretical aspect of the course. Concerning practical knowledge, both groups preferred using cadavers instead of dummies, and they verified the beneficial effect of online educational materials and computer-based applications. Pharmacy students demanded more than one anatomy course, while students from the BL group considered the anatomy course duration insufficient. Concerning the practical knowledge, students’ marks were superior for students using BL, and the opposite was the case with theoretical knowledge. CONCLUSIONS: BL is favored by Iraqi undergraduate pharmacy students; perhaps, it is attributed to the lively interaction between students and the teaching staff. We conclude that internet resources can be supportive of the classical teaching of anatomy.

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