Assessing the Role of Screencasting and Video Use in Anatomy Education

Border, Scott

doi:10.1007/978-3-030-24281-7_1

Cited by 21 publications

(34 citation statements)

References 63 publications

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“…45–90 min. Screencasts have been found in the literature to be effective online-teaching instruments in operative dentistry studies [ 27 ], anatomy education [ 28 ], and preclinical medical studies [ 29 ]. This module was intended to simulate the common experience of a lecture with an oral presentation but without the need for or the intention for interaction with the lecturer, for example, by asking questions.…”

Section: Introductionmentioning

confidence: 99%

Experiences with alternative online lectures in medical education in obstetrics and gynecology during the COVID-19 pandemic—possible efficient and student-orientated models for the future?

Riedel

Eisenkolb

Amann

et al. 2021

Arch Gynecol Obstet

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Purpose The onset of the COVID-19 pandemic posed an eminent challenge for medical teachers worldwide. Face-to-face lectures and seminars were no longer possible, and alternatives had to be found. E-learning concepts quickly emerged as the only practicable solutions and also offered the opportunity to evaluate whether traditional face-to-face lectures could be translated into an online format, independent of the COVID-19 pandemic. Methods We offered an e-learning program consisting of lecture notes, screencasts with audio narration, and online webinars that covered topics normally taught in traditional lectures and seminars. To evaluate the learning behavior and quality of our e-learning program, we drafted a questionnaire that students completed at the end of the 2020 summer semester that had been designed to enable a comparative analysis of the different e-learning modules. Results Voluntary participation in the online courses was high. Survey analysis revealed high satisfaction with and a distinctive preference for the format, even under regular, COVID-19-independent conditions. In general, a positive appraisal of e-learning—especially as a substitute for regular lectures—was found. Students also reported higher studying efficiency. Exam results were equal to those of previous semesters. Conclusion Both acceptance of and satisfaction with our e-learning modules were high, and students displayed increased demand for this kind of e-learning format. We, therefore, conclude that e-learning offerings could serve as reasonable, efficient, student-orientated substitutes for certain medical courses, especially lectures. These curricular adaptations would correlate with the high digitalization seen in students’ everyday lives. This correlation may also hold true independent of the ongoing COVID-19 pandemic.

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Section: Introductionmentioning

confidence: 99%

Experiences with alternative online lectures in medical education in obstetrics and gynecology during the COVID-19 pandemic—possible efficient and student-orientated models for the future?

Riedel

Eisenkolb

Amann

et al. 2021

Arch Gynecol Obstet

View full text Add to dashboard Cite

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“…Distinguished audiovisual resources are also described in the literature. An example is a screencast (Border, 2019; Pickering & Swinnerton, 2019), a method teachers use to teach content dynamically. It consists of recording a video on an empty screen, in which the narrator explains the content while drawing and writing important topics manually on the screen.…”

Section: Resultsmentioning

confidence: 99%

“…The student profile has also changed: the new generation of young people show a deep inclination for technology‐based methodologies (Border, 2019) so that many technological resources for the teaching and learning of anatomy have been developed, mainly in the last decade (Clunie et al, 2018). In this context, students start to have a more active role in constructing of knowledge, establishing a new learning dynamic (de Farias et al, 2015).…”

Section: Introductionmentioning

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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“…There is a marked difference in the popularity of those videos narrated by students compared to those narrated by staff (Border, 2019). Although this does not provide evidence for more effective learning and retention, it does suggest that the important factors which make peer‐led instruction successful (such as social and cognitive congruence) can be successfully achieved across a computer screen to influence the learner remotely (Border et al, 2020).…”

Section: Descriptionmentioning

confidence: 99%

Working in Creative Partnership with Students to Co‐Produce Neuroanatomy e‐Learning Resources in a New Era of Blended Learning

Border

Woodward

Kurn

et al. 2021

Anatomical Sciences Ed

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Anatomists are well placed to tackle the transition from face-to-face to blended learning approaches as a result of the rapidly forced changes brought about by Covid-19. The subject is extremely visual and has therefore previously been a target for the development of technology enhanced learning initiatives over the last ten years. Today's students have come to expect the integration of technology in the classroom and remotely. They adjust quickly to the innovative use of new applications and software and have begun to integrate it within their own workflow for note taking and study aids. Given the intense drive towards blended deliveries of anatomy as a result of the Covid-19 pandemic, it is easy to picture how the benefits of working in partnership with students (in order to achieve many of these aims) would be possible, particularly in difficult subjects like neuroanatomy. In doing so, it provides anatomists with new opportunities to engage students in a way that aligns well with best practice frameworks for engaging students through partnership. The current United Kingdom guidelines set out by Advance HE (a professional membership scheme for promoting excellence in higher education) strongly encourages the higher education community to seek out appropriate academic contexts where a balance of power can be struck between staff and student to create a community of practice. If such an approach can be fully embraced by anatomists, a strong argument can be made for seizing the opportunity to optimize the benefits of student partnership work in this discipline.

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Assessing the Role of Screencasting and Video Use in Anatomy Education

Cited by 21 publications

References 63 publications

Experiences with alternative online lectures in medical education in obstetrics and gynecology during the COVID-19 pandemic—possible efficient and student-orientated models for the future?

Experiences with alternative online lectures in medical education in obstetrics and gynecology during the COVID-19 pandemic—possible efficient and student-orientated models for the future?

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

Working in Creative Partnership with Students to Co‐Produce Neuroanatomy e‐Learning Resources in a New Era of Blended Learning

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