Anatomy Visual Learning: A New Modality to Enhance Neuroanatomy Learning in First-Year Medical Students

Abstract

Background: In gaining knowledge and comprehension of neuroanatomy, medical students require not only memorizing the anatomical structures but also understanding the spatial relationships. Along with the cadaver prosection usage, we proposed an anatomy visualization learning (AVL) as possible modality to fulfill this need, yet this has to be proven. This study aimed to know whether AVL can improve student knowledge in neuroanatomy and give a positive perception to the student. Methods: A quantitative and qualitative studies were performed to the first-year medical students (n=46) of Faculty of Medicine Universitas Indonesia who were randomly divided into two groups, an interventional (n=23) and a control (n=23) group. Both groups enrolled in the neuroanatomy learning module, with additional two sessions (two hours/session) of AVL using 3D anatomy visualization table for the intervention group. Quantitative study to know the knowledge improvement was done by comparing the pre-test, post-test and gain scores between groups. Student’s perception of the learning method was done using a questionnaire on a Likert scale. Qualitative study was done using open questions. Results: The median value of the pre-test score (8 [0-30] vs. 4 [0-42]; p=0.869) and the post-test scores (44 [30-82] vs. 40 [8-84]; p=0.068) between the interventional vs control group were not different. Nevertheless, the interventional group gained higher scores than the control group (41.6±18.06 vs. 29.8±20.47; CI 95%; p<0.05). Participants (the interventional group) had a positive perception about the AVL usage for neuroanatomy learning. Conclusion: AVL can be considered as a new approach modality for neuroanatomy learning.

Artwork in anatomy education: A way to improve undergraduate students' self‐efficacy and attitude

“…To support our findings, Kusumaningtyas et al. (2020) also introduced an approach modality of active learning methods in anatomy learning, which emphasized that students should not simply memorize anatomical structures but also understand spatial relationships during anatomy study (Kusumaningtyas et al., 2020).…”

“…However, after the implementation of the interventions, both groups experienced a significant increase in self-efficacy scores, as reflected in the higher mean scores in the posttest. This suggests that both active learning emphasized that students should not simply memorize anatomical structures but also understand spatial relationships during anatomy study (Kusumaningtyas et al, 2020).…”

The Effectiveness of Problem-Based Learning With the Simulation Learning Methods Online Physiotherapy: Systematic Review

“…28 Peserta didik akan mendapat kemudahan menghapal struktur anatomi tubuh melalui materi simulasi visual. 21 Peserta didik membutuhkan sumber belajar yang lengkap dan terintegrasi dengan teknologi informasi. 6,26 Pembelajaran fisioterapi online memberi potensi perubahan kurikulum pendidikan fisioterapi sesuai kebutuhan peserta didik.…”

SMARTnatomy CARDIO MOBILE APPLICATION FOR IMPROVEMENT IN EFFECTIVENESS OF ANATOMY LEARNING MEDIA

“…11,12 Aplikasi tiga dimensi anatomi memiliki kelebihan karena kemudahan akses, memiliki fitur tambahan seperti rekaman suara, menyediakan gambar tiga dimensi yang lebih detail, serta mahasiswa sudah tidak perlu lagi mencari -cari berbagai struktur anatomi dari berbagai atlas dan berbagai pandangan untuk memahami secara 3 dimensi suatu organ. 13,14,22,23 Hasil: Hasil pengujian didapatkan atlas anatomi dan aplikasi mobile SMARTnatomy Cardio sama-sama efektif sebagai media pembelajaran anatomi (p = 0,000). Namun, terdapat perbedaan yang signifikan pada pada nilai post-test 2 kelompok (p = 0,035) dimana atlas anatomi sedikit lebih efektif dibandingkan aplikasi mobile SMARTnatomy Cardio (p = 0,017).…”