557 A Novel Peer-Led Anatomage-Based Teaching Programme for Medical Students

Banjoko, Adeolu; Boylan, Conor T; Kumar, Hemant; McCabe, Hannah; Morris, Simon

doi:10.1093/bjs/znab134.149

Cited by 1 publication

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“…Another way to improve confidence and therefore self-efficacy would be to provide peer to peer teaching with any technology that was being embedded into the curriculum. A study by Banjoko et al, determined that peer led teaching on the Anatomage increased student confidence suggesting a clear benefit to employing this method [ 38 ]. Furthermore, near peer teaching has shown to be a powerful tool in anatomy education and medical education, carving an important role in students’ education [ 39 , 40 ].…”

Section: Discussionmentioning

confidence: 99%

Fostering engagement in virtual anatomy learning for healthcare students

Singer,

Evans,

Zahra

et al. 2024

BMC Med Educ

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Background The use of virtual learning platforms is on the rise internationally, however, successful integration into existing curricula is a complex undertaking fraught with unintended consequences. Looking beyond medical and pedagogic literature can provide insight into factors affecting the user experience. The technology acceptance model, widely used in software evaluation, can be used to identify barriers and enablers of engagement with virtual learning platforms. Here, the technology acceptance model was used to scaffold the exploration of the factors that influenced students' perceptions of the virtual anatomy platform, Anatomage and how these shaped their intention to use it. Methods Focus groups identified factors influencing students use of the Anatomage tables. Interventions were rolled out to address these findings, then further focus groups and the technology acceptance model identified how factors including self-efficacy, enjoyment, and social norms influenced students’ intention to use the Anatomage table in the future. Results Students raised significant concerns about understanding how to use the Anatomage table. Moreover, students who considered themselves to be poor at using technology perceived the Anatomage table as more complicated to use. The subjective norm of the group significantly altered the perceived ease of use and usefulness of the Anatomage. However, enjoyment had the greatest impact in influencing both perceived usefulness and perceived ease of use. Indicating that enjoyment is the largest contributing factor in altering technology engagement in healthcare cohorts and has the biggest potential to be manipulated to promote engagement. Conclusions Focus groups used in tandem with the technology acceptance model provide an effective way to understand student perceptions around technology used in the healthcare curricula. This research determined interventions that promote student engagement with virtual learning platforms, which are important in supporting all healthcare programmes that incorporate technology enhanced learning.

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Section: Discussionmentioning

confidence: 99%