Development of multimedia learning modules for teaching human anatomy: Application to osteology and functional anatomy

Jan, Serge Van Sint; Crudele, Michele; Gashegu, Julien; Feipel, Véronique; Poulet, Pascal; Salvia, Patrick; Hilal, Isam Hilal; Sholukha, Victor; Louryan, Stéphane; Rooze, Marcel

doi:10.1002/ar.b.10020

Cited by 26 publications

(21 citation statements)

References 11 publications

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“…Fundamentally, in human anatomy, new technologies have meant 3 changes. The first of these concerns the change from the attendance‐based masterclass employing drawings on the blackboard or low‐quality transparencies to the use of slides accompanied by high‐quality images, which has in turn led to greater agility in the realisation of masterclasses and necessary time savings in the theoretical teaching of anatomy 19,23 , 31 . The second change involves the emergence of multimedia material complementary to teaching for study, self‐assessment and/or use as a communication vehicle between teachers and students 2,7 , 8,15 , 16,32 .…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of using blended learning strategies for teaching and learning human anatomy

et al. 2007

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Section: Discussionmentioning

confidence: 99%

Effectiveness of using blended learning strategies for teaching and learning human anatomy

et al. 2007

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“…A multiformat multimedia platform known as Anatomy Project , comprised of a series of programs aimed to merge basic anatomy with clinical aspects in CR‐ROM (Mitchell and Stephens, ). Favorable opinion was given to ICALP (Interactive Computer Assisted Learning Packages) for multimedia augmented anatomy teaching (Van Sint Jan et al, ; Küçük et al, ). Moreover, commercial multimedia products such as A.D.A.M.…”

Section: Incorporation Of Advanced Technology and Modern Teaching Metmentioning

confidence: 99%

Cadaveric dissection as an educational tool for anatomical sciences in the 21st century

Ghosh

2016

Anatomical Sciences Ed

323

301

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Anatomical education has been undergoing reforms in line with the demands of medical profession. The aim of the present study is to assess the impact of a traditional method like cadaveric dissection in teaching/learning anatomy at present times when medical schools are inclining towards student-centered, integrated, clinical application models. The article undertakes a review of literature and analyzes the observations made therein reflecting on the relevance of cadaveric dissection in anatomical education of 21st century. Despite the advent of modern technology and evolved teaching methods, dissection continues to remain a cornerstone of anatomy curriculum. Medical professionals of all levels believe that dissection enables learning anatomy with relevant clinical correlates. Moreover dissection helps to build discipline independent skills which are essential requirements of modern health care setup. It has been supplemented by other teaching/learning methods due to limited availability of cadavers in some countries. However, in the developing world due to good access to cadavers, dissection based teaching is central to anatomy education till date. Its utility is also reflected in the perception of students who are of the opinion that dissection provides them with a foundation critical to development of clinical skills. Researchers have even suggested that time has come to reinstate dissection as the core method of teaching gross anatomy to ensure safe medical practice. Nevertheless, as dissection alone cannot provide uniform learning experience hence needs to be complemented with other innovative learning methods in the future education model of anatomy. Anat Sci Educ 10: 286-299. © 2016 American Association of Anatomists.

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“…accessible from home and to what standard it has been implemented efficiently and effectively into the teaching environment. There can also be issues regarding their generic content, and whether one institutes CAL is suitable for other units [56].…”

Section: Computer Assisted Learning (Cal)mentioning

confidence: 99%

Teaching Anatomy; Dissecting its Delivery in Medical Education

Jordan¹,

Griffin²,

Phillips³

et al. 2016

MEDJ

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Anatomy has long been a topic of interest amongst both those in medicine and those not. The understanding of biology, in terms of the function and structure of the organs and other structures of the body, has dramatically changed over time, and has been closely related to both scientific improvement and religious feeling.There is no doubt that gross anatomy is one of the preclinical cornerstones of medical education, but the way in which it has been taught has changed over the years. As early as the 16 th century, Vesalius stated that anatomy could only be taught by dissection, however, alternative options for cadaveric study are certainly more available now than when this statement was made.Current teaching methods incorporate the tried and tested cadaveric based dissection, but has more recently been super ceded by the use of computer based imaging and the change to self-orientated or problem based learning. The shift towards the latter has led to a perceived suffering to the gain of anatomical and pathological knowledge of new doctors and surgeons. This paper aims to describe the history of anatomy teaching and review the current evidence for and against the current methods used for its deliverance.Keywords: Anatomy, Medical education, Surgical practice, Teaching. ANATOMY; WHY BOTHER?Human anatomy refers specifically to the consideration of the various structures that make up the human body. This can be separated into systematic or regional anatomy sections; the first describing certain characteristics for instance osteology; focusing on the human skeleton, and angiology; looking at the vascular system. The latter description, regional anatomy, takes into account all of the individual systems and notes how they interact and function together in a certain region e.g. the lower limb, or the thorax. In addition to this anatomy encompasses both adult and embryological anatomy, as well as applied and clinical anatomy; the direct application of the pathological conditions which may occur, and a practical application of anatomy [1].There is no doubt that gross anatomy is one of the preclinical cornerstones of medical education [2,3]. Every doctor must grasp the concepts of anatomy to aid in appropriate diagnosis and management of their patient, as well as communication with peers and patients, and it comes as no surprise that anatomy and surgical practice must be interrelated.Doctors need to have a firm understanding of anatomy and this should be based on a theoretical knowledge, a practical 3D application of this knowledge, as well as an appropriate bedside or clinical application on the patient [4].Current perception is that anatomy knowledge in inadequate, with a belief amongst senior surgical program directors in the UK feeling that knowledge of anatomy was lacking, or in need of a refresher course, in a total of 91% of new doctors. This was further supplemented with 52% feeling that anatomical knowledge was significantly less in new Likewise, there has been an increase in anatomical competence related...

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Development of multimedia learning modules for teaching human anatomy: Application to osteology and functional anatomy

Cited by 26 publications

References 11 publications

Effectiveness of using blended learning strategies for teaching and learning human anatomy

Effectiveness of using blended learning strategies for teaching and learning human anatomy

Cadaveric dissection as an educational tool for anatomical sciences in the 21st century

Teaching Anatomy; Dissecting its Delivery in Medical Education

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