A unique and effective method of anatomy education: Small‐group learning with prosected plastinated specimens

López, Elisabeth K N; Johnson, Joshua H.; Cunningham, Elena P.; Warshaw, Johanna; Baker, Eric W.

doi:10.1002/jdd.12817

Cited by 4 publications

(3 citation statements)

References 60 publications

(106 reference statements)

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“…Previous research has also concluded that learning is more durable when self-testing is spaced out over time than when it is massed together, a technique called spaced repetition. [18][19][20][21][22][23] Although massed learning such as cramming for exams improves short-term memory, not much of the information remains recallable over time. If study efforts are spaced out, however, long-term retention is improved.…”

Section: Introductionmentioning

confidence: 99%

“…Bjork 14 stated that while self‐testing might slow down the initial learning process, it can produce beneficial long‐term outcomes when compared with restudying the material. Previous research has also concluded that learning is more durable when self‐testing is spaced out over time than when it is massed together, a technique called spaced repetition 18–23 . Although massed learning such as cramming for exams improves short‐term memory, not much of the information remains recallable over time.…”

Section: Introductionmentioning

confidence: 99%

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Impact of test‐enhanced learning as a study strategy: An exploratory study with first‐year dental students

Zheng

O'Brien

Cuenin

et al. 2022

Journal of Dental Education

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Purpose Research has demonstrated that learners who practice self‐testing have superior long‐term retention compared to those rereading the material alone, a phenomenon called test‐enhanced learning. This testing effect can be leveraged by spacing out the testing practice over time, a technique called spaced repetition. In 2017, we provided dental students at the school with access to Osmosis, a web‐based platform that supports test‐enhanced learning and spaced repetition through flashcards. This exploratory study examined students’ adoption of self‐testing with flashcards and its impact on learning performance in basic sciences. Methods Participants were 143 first‐year predoctoral students at a dental school in the US. The platform analytics revealed the number of flashcards students answered throughout the first academic year (2019–2020). Regression analyses examined how self‐testing with flashcards impacted students’ exam scores in basic sciences. Analysis of variance (ANOVA) tests examined the difference in students’ exam performance among the non, minimal, occasional, and regular flashcard users who answered 0, 1–99, 100–499, and over 500 flashcards, respectively. Results Students answered 82,766 flashcards during the year. Additionally, they created 17,973 flashcards using the platform's flashcard authoring tool. Regression analyses showed that self‐testing with flashcards correlated positively with students’ exam performance in anatomy, biochemistry, nutrition, and physiology. ANOVA results revealed a statistically significant difference in students’ exam performance in anatomy, biochemistry, and nutrition among the four groups. Conclusions This study is the first in dental education to examine students’ self‐testing on the Osmosis platform. Results revealed that there was widespread adoption of self‐testing with flashcards. The study provided additional evidence to support the value of self‐testing for dental students. It has practical implications of how test‐enhanced learning can be incorporated into dental education to support student learning. The study contributed to the test‐enhanced learning literature in dental education, an area that has been underexplored.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Impact of test‐enhanced learning as a study strategy: An exploratory study with first‐year dental students

Zheng

O'Brien

Cuenin

et al. 2022

Journal of Dental Education

View full text Add to dashboard Cite

show abstract

“…In light of the above, plastination seems to be a suitable alternative method for teaching anatomy and related disciplines, [40][41][42] given its cost-effectiveness. 43 Such technology also allows producing long-term and non-toxic final specimens (clean and odorless), 31,44 thus preserving anatomic structure and variance.…”

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confidence: 99%

Practical anatomy classes: An alternative to improve the learning of middle school students

Guimarães

Valério-Gomes

Araújo³

et al. 2023

Anatomical Sciences Ed

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Anatomy is the branch discipline focused on studying organisms' physical structures and parts. Although technological advances are broadening the anatomy study, the practices of prosection and dissection of human cadavers and animals remain a primary teaching method. Despite the large body of research supporting its benefits, in some countries, cadaveric prosection and dissection of vertebrate animals in secondary education have been banned. In the current study, to prevent a lack of access to anatomical sciences education, the use of plastinated biological specimens was proposed for teaching practical biology in middle and high schools. The study was conducted in the 2014 academic year. Eighty‐seven middle school students participated in the experiment. Groups consisted of: (i) theoretical classes only; (ii) theoretical class plus prosection with fresh specimens class; (iii) theoretical class plus expository with plastinated specimens classes. A post‐test grade method was used to assess the impact of such tasks on the learning experience of each group. An ANOVA test and multiple regression model were used to analyze the effects of the variables of interest. Our study highlighted that students who underwent the plastination practical class had higher overall performance and a higher mean post‐test grade than those in the pure theoretical group. A favorable effect of a positive self‐knowledge assessment on the students' performance was found, supporting the self‐efficacy model of human behavior. Thus, the current study provides further evidence to support the use of plastinated specimens as an effective teaching method in countries where dissection is not feasible.

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Battle of the sections: Student outcomes and course feedback support combined prosection and dissection laboratory formats to maximize student success

Coker,

Rogers,

Freed

et al. 2024

Anatomical Sciences Ed

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Gross anatomy laboratories frequently utilize dissection or prosection formats within medical curricula. Practical examination scores are consistent across the formats, yet these examinations assessed larger anatomical structures. In contrast, a single report noted improved scores when prosection was used in the hand and foot regions, areas that are more difficult to dissect. The incorporation of prosected donors within “Head and Neck” laboratories provided an opportunity to further characterize the impact of prosection in a structurally complex area. Retrospective analysis of 21 Head and Neck practical examination questions was completed to compare scores among cohorts that utilized dissection exclusively or incorporated prosection. Mean scores of practical examination questions were significantly higher in the prosection cohort (84.27% ± 12.69) as compared with the dissection cohort (75.59% ± 12.27) (p < 0.001). Of the 12 questions that performed better in the prosection cohort (88.42% ± 8.21), 10 items mapped to deeper anatomical regions. By comparison, eight of nine questions in the dissection cohort outperformed (88.44% ± 3.34) the prosection cohort (71.74% ± 18.11), and mapped to anatomically superficial regions. Despite the mean score increase with positional location of the questions, this effect was not statically significant across cohorts (p = 1.000), suggesting that structure accessibility in anatomically complex regions impacts performance. Student feedback cited structure preservation (71.5%) and time savings (55.8%) as advantages to prosection; however, dissection was the perceived superior and preferred laboratory format (88.6%). These data support combined prosection and dissection formats for improving student recognition of deeply positioned structures and maximizing student success.

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A unique and effective method of anatomy education: Small‐group learning with prosected plastinated specimens

Cited by 4 publications

References 60 publications

Impact of test‐enhanced learning as a study strategy: An exploratory study with first‐year dental students

Impact of test‐enhanced learning as a study strategy: An exploratory study with first‐year dental students

Practical anatomy classes: An alternative to improve the learning of middle school students

Battle of the sections: Student outcomes and course feedback support combined prosection and dissection laboratory formats to maximize student success

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