Anatomy in a New Curriculum: Facilitating the Learning of Gross Anatomy using Web Access Streaming Dissection Videos

DiLullo, Camille; Coughlin, Patrick; D’Angelo, Marina; McGuinness, Michael; Bandle, Jesse; Slotkin, Eric M.; Shainker, Scott A.; Wenger, Christopher; Berray, Scott J.

doi:10.1080/01405110601080738

Cited by 64 publications

(61 citation statements)

References 11 publications

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“…This method uses different techniques, e.g. : classical clinical PBL, clinical cases for medical students based on computed tomography scans, real patient clinical cases based on real patients' problems or documented case presentation of the tutorials in the form of patient/physician history taking and physical examination videos [11,14,15,46,49]. However, the interactive lectures seem to be the most sophisticated variants of the PBL method during which small-group tutorial sessions are integrated into each anatomical section and use anatomical models, bones, radiographs, and interactive 3-dimensional (3D) images [18].…”

Section: Category 3 Other (Problem-based Learning and Visualisation)mentioning

confidence: 99%

“…Azer and Eizenberg [5] demonstrated that students reported that dissection increased understanding of anatomical structures, provided them with a 3D perspective and helped them recall what they learnt. On the other hand, there are publications indicating that videos or clinical PBL improved the quality of the anatomy course [14,50].…”

Section: Category 2 Simulator Based Educationmentioning

confidence: 99%

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Simulation techniques in the anatomy curriculum: review of literature

Torres

Pietrzyk

et al. 2014

Folia Morphol

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Section: Category 3 Other (Problem-based Learning and Visualisation)mentioning

confidence: 99%

Section: Category 2 Simulator Based Educationmentioning

confidence: 99%

Simulation techniques in the anatomy curriculum: review of literature

Torres

Pietrzyk

et al. 2014

Folia Morphol

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“…A study in 2001 showed that video reviewing by third-year medical students resulted in higher test scores in pelvic anatomy (Sultana et al, 2001). Utilization of dissection clips has enhanced the quality and performance of students in gross anatomy (Pereira et al, 2004;DiLullo et al, 2006) and significantly brought about higher anatomy achievement scores in students with access to videos as compared to historical controls (Saxena et al, 2008).…”

Section: Computer Assisted Instruction (Cai)mentioning

confidence: 99%

Gross anatomy videos: Student satisfaction, usage, and effect on student performance in a condensed curriculum

Topping

2013

Anatomical Sciences Ed

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Anatomy educators are being tasked with delivering the same quantity and quality of material in the face of fewer classroom and laboratory hours. As a result they have turned to computer-aided instruction (CAI) to supplement and augment curriculum delivery. Research on the satisfaction and use of anatomy videos, a form of CAI, on examination performance continues to grow. The purpose of this study was to describe the usage and effect on examination scores of a series of locally produced anatomy videos after an 11% curriculum reduction. First-year medical students (n = 40) were given access to the videos and the prior year's students (n = 40) were used as historical controls. There was no significant difference in demographics between the two groups. The survey response rate was 85% (n = 34) in the experimental group. The students found the videos to be highly satisfying (median = 5 on a five-point Likert scale, interquartile range = 1) and used them on average 1.55 times/week (SD ± 0.77). Availability of the videos did have a statistically significant effect (4% improvement) on the final laboratory examination (p = 0.039). This suggests that the videos were a well-received form of CAI that may be useful in bridging the gap created by a reduction in gross anatomy course contact hours.

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“…Regardless of the method of assessment, almost all studies reported high satisfaction and increased knowledge after intervention. Student self-assessment typically revealed positive attitudes toward online lectures as a teaching modality [7,8,[11][12][13][14][15][16][17][18][19][20][21][22][23][24][25][26][27][28]. Moreover, students showed increased knowledge in the subject material at hand, as evaluated by pre-and post-lecture knowledge assessment [11,[13][14][15]17,19,21,22,24,25,27,[29][30][31][32].…”

Section: Assessment Of Learning Outcomesmentioning

confidence: 99%

Online Lectures in Undergraduate Medical Education: Scoping Review (Preprint)

Tang¹,

Coret²,

Qureshi³

et al. 2017

Preprint

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Background: The adoption of the flipped classroom in undergraduate medical education (UME) calls on students to learn from various self-paced tools -including online lectures -before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. Objective: To understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. Methods: This scoping review followed the methodology outlined by Arksey and O'Malley (2005). MEDLINE, PsycINFO, Education Source, Francis, and ProQuest were searched to find articles from 2006 to 2016 related to online lecture use in UME. Results: 45 articles met inclusion criteria. Online lectures are used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles is seldom reported. Almost all studies describe high student satisfaction and improvement on knowledge tests following online lecture use. Conclusions: Integration of online lectures into UME is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential.

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Anatomy in a New Curriculum: Facilitating the Learning of Gross Anatomy using Web Access Streaming Dissection Videos

Cited by 64 publications

References 11 publications

Simulation techniques in the anatomy curriculum: review of literature

Simulation techniques in the anatomy curriculum: review of literature

Gross anatomy videos: Student satisfaction, usage, and effect on student performance in a condensed curriculum

Online Lectures in Undergraduate Medical Education: Scoping Review (Preprint)

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