A Review of the Outcomes of the Implementation of Case-Based Anatomy Learning

Chytas, Dimitrios; Mitrousias, Vasileios; Raoulis, Vasileios; Banios, Konstantinos; Fyllos, Apostolos; Zibis, Aristeidis

doi:10.7759/cureus.19179

Cited by 4 publications

(4 citation statements)

References 14 publications

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“…It can not only arise students' interest in learning, but also help them understand the anatomical structures. As is revealed in some studies, the use of CBL in anatomy courses has shown favorable results in terms of students' examination scores, self-con dence, enjoyment, motivation, and ability to facilitate their anatomical learning [10] .…”

Section: Discussionmentioning

confidence: 92%

The Application of "Two-line and Six-stage" Teaching Mode in Teaching Human Anatomy in Nursing

Jin

Chen

et al. 2022

Preprint

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Background: Human Anatomy always causes major hindrances to the learning of nursing students. We designed this study to observe the effectiveness of the "two-line and six-stage" (TLSS) teaching mode based on model making in teaching Human Anatomy in nursing.Methods: One class in the nursing major in Grade 20 was randomly selected as the control group, in which the traditional teaching mode was adopted; while, another class in the same major and grade was selected as the observation group, in which the TLSS teaching mode was adopted. After the course teaching was completed, these students in both groups were compared from the perspective of the final theoretical examination and physical specimen assessment. Besides, the evaluation of the teaching effectiveness of these students from both groups was also investigated. Results: The observation group outperformed the control group in both theoretical examination and physical specimen assessment, which was specifically manifested in six evaluation items, including the novelty of teaching methods, the elimination of the difficult points of the course, the mobilization of the learning enthusiasm, the interestingness of the course teaching, its effects on clinical thinking training, and the interpretation of the knowledge. Conclusion: The TLSS teaching mode based on model making can improve the effectiveness in teaching Human Anatomy.

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Section: Discussionmentioning

confidence: 92%

The Application of "Two-line and Six-stage" Teaching Mode in Teaching Human Anatomy in Nursing

Jin

Chen

et al. 2022

Preprint

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“…By using typical cases as learning materials and requiring extensive literature reviews, TCLEBL cultivates students’ clinical thinking and problem-solving skills, and improves their evidence-based learning methods and clinical/research abilities. This is a combination of the advantages of CBL [ 24 , 25 ] and EBL [ 26 ]. Lastly, TCLEBL combines traditional teacher-led instruction, in which teachers provide guidance to help students grasp key knowledge points, and research methods, consolidating learning outcomes [ 27 ].…”

Section: Discussionmentioning

confidence: 99%

Team-, case-, lecture- and evidence-based learning in medical postgraduates training

Huang,

Zhou,

Wei

et al. 2024

BMC Med Educ

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Background The aim of this study was to evaluate the effectiveness of team-, case-, lecture-, and evidence-based learning (TCLEBL) methods in cultivating students’ clinical and research abilities, as compared to traditional lecture-based learning (LBL) approaches. Methods Forty-one medical postgraduates were divided into two groups, a TCLEBL group and an LBL group. Teaching effectiveness was evaluated through student- and teacher-feedback questionnaires, scores from theoretical examinations and written literature reviews, and student learning burdens. Results Compared to the LBL approach, both teachers and students were more satisfied with the TCLEBL model (p < 0.001 for both teachers and students). The TCLEBL group performed significantly higher on the theory test compared to the LBL group (p = 0.009). There were significant differences between the LBL and TCLEBL groups, respectively, in terms of literature review and citations (12.683 ± 2.207 vs. 16.302 ± 1.095, p < 0.001), argument and perspective (12.55 ± 1.572 vs. 16.333 ± 1.354, p < 0.001), comprehensiveness of content (13.3 ± 2.268 vs. 16.683 ± 1.344, p < 0.001), and scientific rigor and accuracy (10.317 ± 1.167 vs. 12.746 ± 0.706, p < 0.001). There was no significant difference in the total extracurricular time expended between the two groups (323.75 ± 30.987 min vs. 322.619 ± 24.679 min, respectively for LBL vs. TCLEBL groups, p = 0.898). Conclusions TCLEBL is an effective teaching method that cultivates students’ clinical and research abilities.

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“…Case-based learning (CBL) is an innovative method introduced to facilitate a good understanding of the anatomical bases of disease [ 49 ]. It is used in medical education to make anatomy, which can be dull and dry, interesting and clinically relevant [ 50 ]. Students report that CBL helps with the clinical application of anatomical concepts, problem-solving skills, and peer interactions and is an effective approach to initiating student-centered learning [ 49 ].…”

Section: Case-based/problem-based Learning In Anatomymentioning

confidence: 99%

Student Engagement Using HoloLens Mixed-Reality Technology in Human Anatomy Laboratories for Osteopathic Medical Students: an Instructional Model

Richards¹

2023

Med.Sci.Educ.

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Mixed-reality technology is a powerful tool used in healthcare and medical education to engage students in life-like scenarios. This blend of virtual and augmented reality images incorporates virtual projections with the real environment to allow real-time observation and interaction [ 1 ]. While this immersive technology offers advantages over cadaver dissections, it creates new challenges to keeping students engaged [ 2 , 3 ]. Student engagement improves students’ commitment to learning, critical thinking, and motivation and results in successful course outcomes [ 4 , 5 ]. This paper provides an activity model using the HoloLens mixed-reality technology to deliver human gross anatomy laboratory sessions to first-year osteopathic medical students. The activity was designed using Gagne’s model for instructional design and team-based learning to create an active learning model, which targets the behavioral, emotional, and cognitive dimensions of student engagement [ 6 , 7 ]: behavioral engagement through autonomy and time on task, emotional engagement through providing the guiding exploration and narrative flow to accompany students’ visual experience, and cognitive engagement by incorporating team-based learning (TBL) and case-based learning (CBL). The instructional model also answers the call for a new type of virtual reality instructor and pedagogical strategy that addresses the unique challenges and increases student engagement with this new technology. The effectiveness of this classroom activity was assessed by observing students for indicators or behaviors of student engagement, which are discussed. Further studies are required to measure the extent to which these indicators were exhibited and compare student engagement with this mixed-reality to didactic cadaver-based laboratory sessions.

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A Review of the Outcomes of the Implementation of Case-Based Anatomy Learning

Cited by 4 publications

References 14 publications

The Application of "Two-line and Six-stage" Teaching Mode in Teaching Human Anatomy in Nursing

The Application of "Two-line and Six-stage" Teaching Mode in Teaching Human Anatomy in Nursing

Team-, case-, lecture- and evidence-based learning in medical postgraduates training

Student Engagement Using HoloLens Mixed-Reality Technology in Human Anatomy Laboratories for Osteopathic Medical Students: an Instructional Model

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