New Technologies for Teaching Anatomy (Preprint)

Bankar, Maithili Nandkishor; Bankar, Nandkishor Jageshwar; Gajbe, Ujwal; Singh, Brij Raj; Shambharkar, Shweta; Bahadure, Sweta; Bandre, Gulshan Ruprao; Bankar, Swati Nandkishor; Shelke, Yogendra Pandurang

doi:10.2196/preprints.49977

Cited by 1 publication

(1 citation statement)

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“…The use of immersive technologies, such as videos, can enhance visual engagement and improve understanding of 3D anatomical structures [13]. Visual aids, including medical imaging, plastic models, schematics, and anatomical imagery, can be effectively utilized in videos to maximize knowledge of anatomy [14]. The internet and user-generated content have become valuable resources for learning anatomy, reflecting a paradigm shift in recent years [15].…”

Section: Introductionmentioning

confidence: 99%

Assessing the Utilization and Effectiveness of YouTube in Anatomy Education Among Medical Students: A Survey-Based Study

Pradhan,

Das,

Panda

et al. 2024

Cureus

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IntroductionLearning methodologies, particularly in medical education, are evolving with the integration of internetbased technologies into daily life. As a platform, YouTube has become a significant tool for studying human anatomy among medical students. This study aims to assess the utilization of YouTube in learning human anatomy, the types of audio-visual materials used, and the platform's perceived effectiveness in understanding and memorizing anatomical information. MethodsA cross-sectional questionnaire study was conducted among 200 medical students at a medical college over one year, of whom 195 completed the questionnaire and were included. The questionnaire addressed general YouTube usage, specific usage for medical studies and human anatomy, types of audio-visual materials used, and the perceived effectiveness of YouTube in understanding and memorizing anatomical information. Data were analyzed using IBM SPSS Statistics for Windows, Version 25.0 (IBM Corp., Armonk, NY) for Pearson's chi-square test to determine statistical differences based on gender and year of study. ResultsThe study cohort comprised 195 medical students (average age: 19.8±1.1 years), 62.6% females and 37.4% males. YouTube emerged as extensively utilized, with 94.5% of males and 96.7% of females reporting general usage and 91.8% of males and 89.3% of females utilizing it for medical studies. For human anatomy learning, 93.2% of males and 89.3% of females relied on YouTube. Among the audio-visual materials, PowerPoint presentations were most prevalent, favored by 46.5% of males and 41.8% of females. Regarding effectiveness, 82.1% of males and 83.7% of females affirmed YouTube's enhancement of anatomical understanding, with 89% of males and 85.3% of females acknowledging its aid in memorization. Additionally, 90.4% of males and 87.3% of females recommended YouTube as an anatomy learning tool. Despite observed gender-based preferences for specific content types, no statistically significant differences were discerned in YouTube's usage and perception across genders. ConclusionsYouTube is a widely used and effective tool for the study of human anatomy among medical students, facilitating the understanding and memorization of anatomical information. While cadaver dissection remains an irreplaceable part of medical education, the addition of YouTube as a learning resource can enhance the educational experience. Future research should focus on the in-depth exploration of content satisfaction and the potential role of YouTube in the broader anatomy curriculum.

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Section: Introductionmentioning

confidence: 99%