Is Learning Medical Terminology Facilitated with Visual Materials?

Abstract

The aim of this study was to observe the effects of visual materials with technology in anatomical terminology learning and short-and memorize. A total of 187 students enrolled and divided into two groups, 95 students (17.89± 0.06 years, 63 F, 32 M) were in group A and 92 students (17.94±0.05 years, 67 F, 25 M) were in group B. Group A received a document containing anatomic terms supported with visually (ex. pictures, shapes, cartoons) and Turkish meanings of terms, which uploaded to the phones of students. A text that contains anatomic terms and Turkish meanings of terms was given to students in Group B. Students studied these documents in their spare time. During semester three routine quizzes were conducted to the students. First exam was performed one week after documents were given, second exam was 1 month, and third exam was three months after. The content of all exams was the same. All exams were held without prior notice to assess learning skills and self-study request. There was a significant difference between three exams (p<0.001). Examination scores was significantly higher in second and third exam comparing with first exam. Also second exam score was significantly higher than third exam (p<0.001). There was a significant difference in examination scores between and within groups (p<0.001). Examination scores was significantly higher in group A than group B at three exams. The study shows that more visual education with technology can be a useful tool if well designed and integrated into current anatomy teaching methods and the curriculum.

Bridging the gap in medical education: comparing analysis of light microscopy and virtual microscopy in histology

“…The current rates reveal the importance of visual materials in education. These visual materials used during the training give the student a chance to concretize the information given in the theoretical lessons, simplify the concepts that are difficult to understand, organize the information learned in the theoretical lessons and to be organized by the student, to understand the points that are possible to be missed in the theoretical lessons ( Felten, 2008 ; Hattwig et al, 2013 ; Öz et al, 2021 ).…”

“…Specifically, it has overcome physical limitations of the traditional lab environment, allowed for remote access to slide images, facilitated simultaneous viewing by multiple users, and supported a shift from static to dynamic learning through features like pan-and-zoom control and collaborative annotations. These advancements have extended learning beyond the confines of conventional laboratory settings, embracing a more inclusive and accessible educational framework ( Hattwig et al, 2013 ; Kuo & Leo, 2019 ; Öz et al, 2021 ).…”

“…Previous studies showed that the performance of learners who use ( Felten, 2008 ; Hattwig et al, 2013 ; Öz et al, 2021 ) VM increases significantly, which means that VM can be used as a learning method ( Kuo & Leo, 2019 ). This study is strategically planned to understand whether virtual microscopy (VM) genuinely enhances student performance across different learning styles in medical schools, varying by country, region, and institution.…”