An Empirical Study of Neural Network-Based Audience Response Technology in a Human Anatomy Course for Pharmacy Students

Fernández-Alemán, José Luis; López-González, Laura; González-Sequeros, Ofelia; Jayne, Chrisina; Gea, Juan M. Carrillo de; Toval, Ambrosio

doi:10.1007/s10916-016-0440-6

Cited by 8 publications

(8 citation statements)

References 58 publications

(86 reference statements)

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“…As concludes Sancho et al (2006), the development of competencies can be achieved through the combination of different learning scenarios. Fernández-Alemán et al (2016) argues that about 87% of US pharmacy colleges use such tools as an active form of complementary learning.…”

Section: Scopusmentioning

confidence: 99%

E-learning in Pharmacy Education: what do we know about it?

Lorenzoni

Manzini

Soares

et al. 2019

Braz. J. Pharm. Sci.

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The increase and flexibilization of e-learning in Brazil has generated concern about the low capacity to ensure the quality of institutions and courses. The objective is to identify the literature on experiences of pharmaceutical e-learning. A scope review was carried out, mapping key concepts and evidence. The selected articles, without period restriction, from the Scielo, Pubmed and Scopus databases provided data on the educational level of experience, modality, workload, content delivery method, instruments used, types of topics, evaluation information and purpose of the study. There were 87 articles on preparation for subsequent classes; feedback or continuation of previous classes; to specific training; the comparison between face-to-face and distance education modalities; and distance learning. Among the subjects treated, 51.8% involved pharmaceutical clinic and 42.5% basic science. Positive student assessment was found in more than 92% of cases. Isolation, and deficits in social and analytical skills were negative points. Technology infrastructure can impact learning. In Brazil, the health area has manifested opposition to the use of distance education in undergraduate studies. There is no evidence on the organization of undergraduate distance courses, but there are elements indicating risks to the results of training and development of professional skills in this modality.

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Section: Scopusmentioning

confidence: 99%

E-learning in Pharmacy Education: what do we know about it?

Lorenzoni

Manzini

Soares

et al. 2019

Braz. J. Pharm. Sci.

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“…The ARS can also improve some aspects of learning, especially those related to the resolution of quizzes, fast problem‐solving, and individual analysis of student's progress (Alexander et al, 2009; Hoyt et al, 2010; Fernández‐Alemán et al, 2016). In addition, when used in a smartphone application (Chung et al, 2018), this technology becomes very accessible and becomes a good possibility for the anatomy teacher to choose.…”

Section: Discussionmentioning

confidence: 99%

Technological resources for teaching and learning about human anatomy in the medical course: Systematic review of literature

Santos

Barreira

Saad

2021

Anatomical Sciences Ed

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The consolidation of technology as an alternative strategy to cadaveric dissection for teaching anatomy in medical courses was accelerated by the recent Covid‐19 pandemic, which caused the need for social distance policies and the closure of laboratories and classrooms. Consequently, new technologies were created, and those already been developed started to be better explored. However, information about many of these instruments and resources is not available to anatomy teachers. This systematic review presents the technological means for teaching and learning about human anatomy developed and applied in medical courses in the last ten years, besides the infrastructure necessary to use them. Studies in English, Portuguese, and Spanish were searched in MEDLINE, Scopus, ERIC, LILACS, and SciELO databases, initially resulting in a total of 875 identified articles, from which 102 were included in the analysis. They were classified according to the type of technology used: three‐dimensional (3D) printing (n = 22), extended reality (n = 49), digital tools (n = 23), and other technological resources (n = 8). It was made a detailed description of technologies, including the stage of the medical curriculum in which it was applied, the infrastructure utilized, and which contents were covered. The analysis shows that between all technologies, those related to the internet and 3D printing are the most applicable, both in student learning and the financial cost necessary for its structural implementation.

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“…In 10 (3%) of the studies included in the research, they compared the traditional learning method and mobile application methods to investigate the effect of mobile learning. In 8 (26%) of the studies, it was observed that the final exam results of the students who learned anatomy with the mobile application were higher than the students who learned with the traditional method (Chakraborty & Cooperstein, 2018;Fernández-Alemán, López-González, et al, 2016;Fernández-Alemán, Lopez-Gonzalez, et al, 2016;Lazarus et al, 2017;Moro et al, 2017;Traser et al, 2015;Wilkinson & Barter, 2016;Wilkinson et al, 2020). In the other 2 (6%) studies, it was observed that the anatomy final exam results of the experimental groups were higher, but there was a decrease in their cognitive levels (Bork et al, 2021;Küçük et al, 2016).…”

Section: Surveymentioning

confidence: 99%

“…Within the scope of the systematic review, it was stated in 20 (66%) studies that mobile learning facilitates three-dimensional learning, is motivating and fun. They stated that they can access anatomy notes and images at any time of the day (Bolatli & Kizil, 2022;Bork et al, 2021;Fernández-Alemán, López-González, et al, 2016;Gnanasegaram, Leung, & Beyea, 2020;Golenhofen et al, 2020;Havens, Saulovich, & Saric, 2020;Jamali, Shiratuddin, Wong, Oskam, & Sciences, 2015;Kurniawan & Witjaksono, 2018;Küçük, Kapakin, & Göktaş, 2016;Lazarus, Sookrajh, & Satyapal, 2017;Mendez-Lopez et al, 2022;Mogali et al, 2019;Moro, Štromberga, Raikos, & Stirling, 2017;Morris, Lambe, Ciccone, & Swinnerton, 2016;Pickering, 2015;Stewart & Choudhury, 2015;Stirling & Birt, 2014;Traser, Hoffman, Seifert, & Wilson, 2015;Wilkinson & Barter, 2016;Wilkinson et al, 2020). In 19 (63%) studies, the learning effectiveness of medical school students in anatomy education with mobile applications was investigated, and positive feedback was received from the students.…”

Section: The Effect Of Anatomy Learning With a Mobile Application On ...mentioning

confidence: 99%

Anatomi eğitiminde mobil öğrenmenin öğrencilerin öğrenme becerileri ve motivasyonuna etkisi: sistematik derleme

ERBEK

Bolatlı

2022

EJOSAT

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Technologies that facilitate the understanding of anatomical structures are advantageous for students compared to classical methods. It is known that mobile learning and 3D visualization methods are very useful in terms of students' perception, satisfaction, and usability. The general purpose of this systematic review is to evaluate the studies investigating the effects of mobile learning in anatomy education. Electronic databases such as Google Scholar, MEDLINE, PubMed, and Web of Science were used in the research. The use of mobile applications in anatomy education Scans published after 2013 was reviewed. Research studies containing information about mobile applications used in anatomy education were analyzed using the keywords 'anatomy education' and 'mobile learning'. Data were collected for the study between January 10 and March 29, 2022. In this context, 12,220 articles were reached due to electronic scans. In the research, 779 scientific publications were reached in terms of appropriateness, and 30 were found to be related to the subject of the study and were considered. In 20 (66%) studies examined within the scope of systematic review, it was stated that mobile learning facilitates three-dimensional learning and it is motivating and fun. In 19 (63%) studies, the learning activity of medical faculty students in anatomy education with mobile applications was investigated, and positive feedback was received from the students. However, in 6 (20%) studies, students stated that cadaveric education was easier, internet access outside the school was problematic, they had difficulty in downloading programs to their personal devices and they could not use the programs because they were paid. 6 (20%) of 30 studies are applications made with AR. In 8 (26%) of the studies, it was seen that the final exam results of the students who learned anatomy with mobile application got higher scores than the students who learned with the traditional method. Examined articles have shown that mobile learning techniques used for anatomy education in the classroom, in the laboratory, and outside the classroom increase success and are more motivating than traditional learning methods. It has been seen that AR programs provide the most success among mobile applications and do not negatively affect student success.

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An Empirical Study of Neural Network-Based Audience Response Technology in a Human Anatomy Course for Pharmacy Students

Cited by 8 publications

References 58 publications

E-learning in Pharmacy Education: what do we know about it?

E-learning in Pharmacy Education: what do we know about it?

Technological resources for teaching and learning about human anatomy in the medical course: Systematic review of literature

Anatomi eğitiminde mobil öğrenmenin öğrencilerin öğrenme becerileri ve motivasyonuna etkisi: sistematik derleme

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