An enriched multimedia eBook application to facilitate learning of anatomy

Abstract

This pilot study compared the use of an enriched multimedia eBook with traditional methods for teaching the gross anatomy of the heart and great vessels. Seventy-one first-year students from an Australian medical school participated in the study. Students' abilities were examined by pretest, intervention, and post-test measurements. Perceptions and attitudes toward eBook technology were examined by survey questions. Results indicated a strongly positive user experience coupled with increased marks; however, there were no statistically significant results for the eBook method of delivery alone outperforming the traditional anatomy practical session. Results did show a statistically significant difference in the final marks achieved based on the sequencing of the learning modalities. With initial interaction with the multimedia content followed by active experimentation in the anatomy lab, students' performance was improved in the final test. Obtained data support the role of eBook technology in modern anatomy curriculum being a useful adjunct to traditional methods. Further study is needed to investigate the importance of sequencing of teaching interventions.

The Effect of E-Content Designed by Absorb-Type Activities on the Learning and Retention of Students

“…The results of the present study are consistent with those of the study by Sandars et al in which they showed that digital storytelling could increase the involvement of first year medical students with content, and consequently having a positive effect on their learning (29). Suwardy et al and Shelton et al also reported the positive impact of storytelling (22,24). The results of the present study were consistent with those of the study by Paulins et al who reported the positive effect of enriched presentations (9).…”

Mobile Mixed Reality for Experiential Learning and Simulation in Medical and Health Sciences Education

“…These modern technologies offer improved learning affordances [27], are supported through mobile mixed reality delivery, and allow health and medical students improved experiential learning [2,17,18]. Although not of the highest visual fidelity, these mobile platforms still enable the core tenants of enhanced learning outcomes [35], reduction of cognitive load [34], and "functional task alignment" [38] (p. 387) by focusing on the pedagogy and human functional factors of content, task, learning stage, ability, capabilities, task difficulty, and instructional features to transfer learning [39].…”

“…However, modern technology can allow this, and provide health students with learning modules that are far more experiential that other modes [2,17,18] and learning that can be beneficially self-directed [3]. New multimedia knowledge can be updated instantly within an application, and important concepts presented to the student that can assist their understanding of overall concepts [4].…”

“…Recently, there has been a shift in higher education and medical health education away from the traditional education practice of didactic lectures and tutorials [1,2] to self-directed [3] and online education [4]. Along with this multimodal (face-to-face and distance) shift in pedagogy, there is growing evidence that simulation improves learners' competence and skills, especially when compared to traditional didactic methods or no simulation training [5,6], but cost can be a prohibitive factor [7].…”

3DBody Software Experimental Platform for Course of Sports Anatomy

“…Good teaching effect has been achieved. Stirling et al [4] made a comparison of the use of an enriched multimedia eBook with traditional methods for teaching the gross anatomy of the heart and great vessels. The results show that as initial interaction with the multimedia content together with active experimentation in the anatomy lab was conducted, students were found to get improved in the final test.…”