Evaluation of computer‐aided instruction in a gross anatomy course: A six‐year study

Abstract

Web-based computer-aided instruction (CAI) has become increasingly important to medical curricula. This multi-year study investigated the effectiveness of CAI and the factors affecting level of individual use. Three CAI were tested that differed in specificity of applicability to the curriculum and in the level of student interaction with the CAI. Student personality preferences and learning styles were measured using the Meyers Briggs Type Indicator (MBTI) and Kolb's Learning Style Inventory (LSI). Information on ''computer literacy'' and use of CAI was collected from student surveys. Server logs were used to quantify individual use of respective CAI. There was considerable variability in the level of utilization of each CAI by individual students. Individual use of each CAI differed and was associated with gender, MBTI preferences and learning style, but not with ''computer literacy.'' The majority of students found the CAI useful for learning and used the CAI by themselves. Students who accessed the CAI resources most frequently scored significantly higher on exams compared with students who never accessed the resources. Our results show that medical students do not uniformly use CAI developed for their curriculum and this variability is associated with various attributes of individual students. Our data also provide evidence of the importance of understanding student preferences and learning styles when implementing CAI into the curriculum.

The anatomy of anatomy: A review for its modernization

“…The future of anatomy teaching must rely more on visual aids outside the dissection room as students who accessed web-based computer-aided instruction resources scored significantly higher on examinations than those who never accessed the online content (McNulty et al, 2009). 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.…”

“…The protection of patients and provision of safe and optimal healthcare must be held as the highest priority. Fortunately, there are a wealth of new innovative resources and more pioneering methodology to enhance the life-long learning experience of something as fundamental as anatomy and to objectively measure progression within the course (Tabas et al, 2005;O'Byrne et al, 2008;Vasan et al, 2008;Alexander et al, 2009;Chollet et al, 2009;Choudhury et al, 2009;Daly, 2009;McNulty et al, 2009;Nowinski et al, 2009) while maintaining the individual learning climate of universities. It now depends on universities all over to unite for promoting the significance of anatomy education and an optimal curriculum for all medical, surgical, nursing, and biomedical specialties, before its decline will lead to inevitable dire consequences for global patient healthcare.…”

Self-Directed Online Learning Modules: Students’ Behaviours and Experiences

“…Usage patterns matched McNulty (2009) where the majority of students used resources sparingly while a few students used all the resources numerous times [15]. Peaks in resource use before exams may indicate students undertaking revision prior to exams, to self-test their knowledge and identify strengths and weaknesses for revision.…”

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

“…Regardless, our results support those of McNulty et. al that utilization of web-based computer-aided instructional resources by anatomy students will result in significantly higher scores on examinations (McNulty, Sonntag, & Sinacore, 2009). In addition as reviewed by Guze, (2015) apps can contribute to educational goals of using technology in medical education include facilitating basic knowledge acquisition.…”

“…Therefore, it was our objective to create a web-based learning mobile app with the purpose of preparing students for anatomy lecture and lab. While not used specifically for class preparedness, utilization of web-based computer-aided instructional resources by anatomy students will result in significantly higher scores on examinations (McNulty, Sonntag, & Sinacore, 2009). Therefore, it is a logical extension to hypothesize that computer-aided instructional resources such as mobile apps will improve anatomy student preparedness.…”