Diffusion of innovations: Smartphones and wireless anatomy learning resources

Trelease, Robert B.

doi:10.1002/ase.58

Cited by 119 publications

(85 citation statements)

References 7 publications

(6 reference statements)

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“…The rationale is that students will naturally forget topics covered in dissection class and resources like web-streamed lectures and instructional videos could prove vital for revision. Anatomy teaching and healthcare education as a whole will advance after wide distribution of personal digital assistants (PDA) and other wireless devices (Trelease, 2008) that store essential texts and atlases. This has already been implemented in Project Handful (CILIP, 2004) at Brighton and Sussex School of Medicine, UK, but PDAs are not readily available at other institutions.…”

Section: Interactive Multimediamentioning

confidence: 99%

The anatomy of anatomy: A review for its modernization

Sugand

Abrahams

Khurana

2010

Anatomical Sciences Ed

795

815

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Anatomy has historically been a cornerstone in medical education regardless of nation or specialty. Until recently, dissection and didactic lectures were its sole pedagogy. Teaching methodology has been revolutionized with more reliance on models, imaging, simulation, and the Internet to further consolidate and enhance the learning experience. Moreover, modern medical curricula are giving less importance to anatomy education and to the acknowledged value of dissection. Universities have even abandoned dissection completely in favor of user-friendly multimedia, alternative teaching approaches, and newly defined priorities in clinical practice. Anatomy curriculum is undergoing international reformation but the current framework lacks uniformity among institutions. Optimal learning content can be categorized into the following modalities: (1) dissection/prosection, (2) interactive multimedia, (3) procedural anatomy, (4) surface and clinical anatomy, and (5) imaging. The importance of multimodal teaching, with examples suggested in this article, has been widely recognized and assessed. Nevertheless, there are still ongoing limitations in anatomy teaching. Substantial problems consist of diminished allotted dissection time and the number of qualified anatomy instructors, which will eventually deteriorate the quality of education. Alternative resources and strategies are discussed in an attempt to tackle these genuine concerns. The challenges are to reinstate more effective teaching and learning tools while maintaining the beneficial values of orthodox dissection. The UK has a reputable medical education but its quality could be improved by observing international frameworks. The heavy penalty of not concentrating on sufficient anatomy education will inevitably lead to incompetent anatomists and healthcare professionals, leaving patients to face dire repercussions. Anat Sci Educ 3:83-93, 2010.

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Section: Interactive Multimediamentioning

confidence: 99%

The anatomy of anatomy: A review for its modernization

Sugand

Abrahams

Khurana

2010

Anatomical Sciences Ed

795

815

View full text Add to dashboard Cite

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“…Anatomy instruction in clinical education is confronted with three challenges: first, the integration of basic science with clinical cases (AAMC-HHMI, 2009); second, the general need to shorten formal anatomy instruction to allow for new content to be added to the school-wide curriculum (Drake et al, 2002;Heylings, 2002;Drake et al, 2009;Gregory et al, 2009), while addressing the concern that medical students were ill-prepared in anatomy when entering clerkships and residency programs (Collins et al, 1994;Gordinier et al, 1995;Cottam, 1999;DiCaprio et al, 2003;Prince et al, 2005;Waterston and Stewart, 2005;Fitzgerald et al, 2008); and third, the value of dissection versus, technology-supported alternatives (Latman and Lanier, 2001;Heylings, 2002;McMillen et al, 2004;Granger et al, 2006;Trelease, 2006;Granger and Calleson, 2007;Winkelmann, 2007;Bergman et al, 2008;Trelease, 2008). These challenges have been faced with varying success by a number of medical schools that experimented with the design of their anatomy course .…”

Section: Introductionmentioning

confidence: 99%

Design, implementation, and evaluation of an innovative anatomy course

Rizzolo

Rando

O’Brien

et al. 2010

Anatomical Sciences Ed

100

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Starting in 2004, a medical school gross anatomy course faced with a 30% cut in hours went through an extensive redesign, which transformed a traditional dissection course into a course with a clinical focus, learning societies, and extensive on-line learning support. Built into the redesign process was an extensive and ongoing assessment process, which included student focus groups, faculty development, surveys, and examinations. These assessments were used formatively, to enhance the course from year to year, and summatively, to determine how well the course was meeting the new learning objectives. The assessments from focus groups and faculty development prompted changes in support structures provided to students and the training and preparation of faculty. Survey results showed that, after student satisfaction declined the first year, satisfaction increased steadily through the fourth iteration as the course gained acceptance by students and faculty alike. There was a corresponding increase in the performance of students on course examinations. An additional examination given to students one and a half and three years after their anatomy course ended demonstrated the redesigned course's long-term effectiveness for retaining anatomical knowledge and applying it to clinical cases. Compared to students who took the original course, students who took the shorter, more clinical course performed as well, or better, on each section of the examination. We attribute these positive results to the innovative course design and to the changes made based on our formative assessment program. Anat Sci Educ 3: 109-120, 2010.

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“…Apps created using this platform are device neutral and therefore could be accessed by students on their computers and/or mobile devices. The utilization of mobile devices is an efficient and popular method to disseminate subject matter to students (Trelease, 2008). The app was designed to be interactive, utilize active retrieval in the form of self-guided quizzes (Karpicke & Blunt, 2011;Karpicke & Roediger, 2008), and be simple and intuitive to use.…”

Section: Methodsmentioning

confidence: 99%

Utilization of an educational web based mobile app for acquisition and transfer of critical anatomical knowledge, thereby increasing classroom and laboratory preparedness in veterinary students

Hannon

2017

OLJ

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Contact time with students is becoming more valuable and must be utilized efficiently. Unfortunately, many students attend anatomy lectures and labs ill-prepared, and this limits efficiency. To address this issue we have created an interactive mobile app designed to facilitate the acquisition and transfer of critical anatomical knowledge in veterinary students, thereby increasing classroom and laboratory preparedness. We have found that in contrast to a traditional reading assignment, utilization of such an app to introduce students to a subject area significantly enhanced the initial learning of anatomy and the transfer of that learned material to a related, but novel area. We propose that students using the apps were subsequently better prepared for lecture and lab, than students using the more traditional method of reading a textbook. Exposure of students to a topic prior to lecture and laboratory, using methods that students embrace, can only lead to a more efficient and better educational experience.

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Diffusion of innovations: Smartphones and wireless anatomy learning resources

Cited by 119 publications

References 7 publications

The anatomy of anatomy: A review for its modernization

The anatomy of anatomy: A review for its modernization

Design, implementation, and evaluation of an innovative anatomy course

Utilization of an educational web based mobile app for acquisition and transfer of critical anatomical knowledge, thereby increasing classroom and laboratory preparedness in veterinary students

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