Evaluation of an animation tool developed to supplement dental student study of the cranial nerves

Lone, Mutahira; McKenna, Joseph P.; Cryan, John F.; Vagg, Tamara; Toulouse, André; Downer, Eric J.

doi:10.1111/eje.12321

Cited by 10 publications

(5 citation statements)

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“…Various studies have analysed their impact on education and clinical training. 15,16,17,18 A next step after the simulation of a course of disease or treatment is the establishment of interactive simulation models. A common feature of biological systems is that there is seldom a monocausal influence, but multiple biological systems, such as activators and inhibitors of a process, which balance each other in a complex interplay.…”

Section: Future Considerationsmentioning

confidence: 99%

Technology-enhanced learning: a role for video animation

et al. 2021

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The last 20 years has seen a shift in medical education from printed analogue formats of knowledge transfer to digital knowledge transfer via media platforms and virtual learning environments. Traditional university medical teaching was characterised by lectures and printed textbooks, which to a degree still have an important role to play in knowledge acquisition, but which in isolation do not engage the modern learner, who has become reliant on digital platforms and 'soundbite' learning. Recently, however, traditional methods of teaching and learning have been augmented by, and indeed sometimes replaced by, the alternative learning methods such as: problem-based learning; a greater integration of basic science and clinical considerations; smaller teaching groups; the 'flipped classroom' concept; and various technological tools which promote an interactive learning style. The aim of these new teaching methods is to overcome the well-documented limitations of traditional lectures and printed material in the transfer of knowledge from expert to student, by better engaging the minds of more visual learners and encouraging the use of diverse resources for lifelong learning. In this commentary paper, we share the concept of video animation as an additional educational tool, and one that can help to integrate molecular, cellular and clinical processes that underpin our understanding of biology and pathology in modern education. Importantly, while they can provide focused and attractive formats for 'soundbite' learning, their aim as a tool within the broader educational toolbox is to direct the interested reader towards more traditional formats of learning, which permit a deeper dive into a particular field or concept. In this manner, carefully constructed video animations can serve to provide a broad overview of a particular field or concept and to facilitate deeper learning when desired by the student.

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Section: Future Considerationsmentioning

confidence: 99%

Technology-enhanced learning: a role for video animation

et al. 2021

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“…A dificuldade com a nomenclatura e classificação anatômicas e a falta de tempo para ministrar todo conteúdo previsto, além do forte odor de formol exalado pelas peças anatômicas cadavéricas e o alto grau de degradação dessas, são as principais adversidades encontradas no processo de ensino-aprendizagem da disciplina nos cursos dessa instituição. Nesse contexto, o objetivo deste estudo foi confeccionar e integrar um roteiro teórico--prático às aulas de anatomia humana e avaliar a efetividade desta ferramenta no processo de ensino-aprendizagem dessa disciplina, visto que, a avaliação e o usodessa ferramenta no estudo prático da anatomia humana são escassos na literaturaea aplicação de métodos inovadores nesta área têm revelado resultados positivos naaprendizagem dos alunos (BRUECKNER; MA- CPHERSON, 2004;FRUHSTORFER et al, 2011;GLIT-TENBERG;BINDER, 2006;KHARB;SAMANTA, 2016;LONE et al, 2018;NASCIMENTO et al, 2014;PEREIRA et al, 2007).…”

Section: Na Universidade Federal De Uberlândia -Campusunclassified

“…Ao longo dos anos, o ensino da anatomia tem sofrido uma série de influências e modificações. Embora o cadáver ainda seja um dos principais alvos de estudo (GHOSH, 2017;JOHNSON;CHARCHANTI;TROUPIS, 2012), outros métodos inovadores de aprendizagem têm sido empregados na busca da superação das dificuldades apresentadas pelos discentes, como o uso de atlas eletrônico interativo (IeA) e animaçõeson-linesobre partes docorpo humano, a fim de melhorar o processo de aprendizagem (GUY et al, 2015;LONE et al, 2018;PIAZZA;CHASSOT, 2012;RICH;GUY, 2013). Além disso, os livros e atlas didáticos são frequentemente atualizadospor meio da utilização de imagens reais, figuras e linguagem mais clara, visando facilitar o processo de construção do conhecimento e melhor formação dos estudantes (WATANABE, 2009;NETTER, 2011;MOORE;AGUR, 2004;TORTORA;NIELSEN, 2013).…”

Section: Introductionunclassified

Aprendizagem da Anatomia Humana: contribuição de um roteiro teórico-prático

Oliveira

Wolkers

2020

CM - RS

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O processo de ensino-aprendizagem da anatomia humana é complexo e tem sofrido constantes modificações. Devido as dificuldades que perpassam este processo, métodos inovadores de aprendizagem são necessários para solucionar essa problemática. À vista disso, o presente trabalho avaliou a efetividade de um roteiro teórico-prático no processo de ensino-aprendizagem desta disciplina, no curso de ciências biológicas. O roteiro contribuiu com o processo de ensino-aprendizagem da anatomia, despertou o interesse dos estudantes pela monitoria e foi considerado uma ferramenta complementar ao uso do cadáver. Embora os participantes tenham tido maior dificuldade com a nomenclatura anatômica, o roteiro teve maior contribuição com a aprendizagem da classificação. Esta ferramenta é auxiliar na construção do conhecimento dos discentes sobre esta ciência.

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“…This is a 3D atlas, in which images of computed tomography, magnetic resonance exams and others may be made available, to make the class more realistic, thereby improving the knowledge of anatomy, radiology, physiology and physiopathology. The interaction in a three‐dimensional environment has contributed significantly to the study, understanding of exams, discussion of cases, digital training and diagnosis 4‐10 …”

Section: Introductionmentioning

confidence: 99%

Digital anatomy table in teaching‐learning process of the temporomandibular joint anatomy

Silveira

Dias

Brito

et al. 2021

Eur J Dental Education

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Introduction The use of teaching resources and digital objects has gradually been incorporated into dental schools. This study aimed to evaluate the digital anatomy table in teaching‐learning process of the temporomandibular joint (TMJ) anatomy and the student's perception regarding this resource. Materials and Methods A cross‐sectional study was conducted on 41 undergraduate dental students. Knowledge assessment tests were applied at different time intervals: before and after the TMJ theoretical class, after the practical class on prosected specimens and after the use of digital anatomy table. The medians of the scores obtained in the three groups (theoretical class, practical class and digital table) were descriptively analysed and submitted to Wilcoxon, Kruskal‐Wallis and Student‐Newman‐Keuls statistical tests. The perception survey was conducted at the end of the study. Results When the teaching strategies were compared amongst each other, the medians of the scores with the digital anatomy table were significantly higher than after the theoretical and practical classes. At the end of the research, there were no differences amongst the three groups (theoretical class, practical class and digital table). Regarding the perception, the majority of the students reported that the digital anatomy table helped them to understand the content of the theoretical class. Conclusion It was concluded that learning with the use of the digital anatomy table did not increase the knowledge of dental students with respect to the TMJ anatomy. The students' perceptions of the digital anatomy table were positive and that it could be used as an additional resource in the teaching‐learning process.

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Evaluation of an animation tool developed to supplement dental student study of the cranial nerves

Abstract: Overall, these findings indicate that an animation demonstrating the cranial nerves in a simple, everyday functional scenario may act as a learning aid in the study of cranial nerves.

Cited by 10 publications

References 42 publications

Technology-enhanced learning: a role for video animation

Technology-enhanced learning: a role for video animation

Aprendizagem da Anatomia Humana: contribuição de um roteiro teórico-prático

Digital anatomy table in teaching‐learning process of the temporomandibular joint anatomy

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