The Role of Anatomy Computer‐Assisted Learning on Spatial Abilities of Medical Students

Guimarães, Bruno; Firmino-Machado, João; Tsisar, Stanislav; Viana, Benedita; Pinto-Sousa, Marco; Vieira‐Marques, Pedro; Cruz‐Correia, Ricardo; Ferreira, Maria Amélia

doi:10.1002/ase.1795

Cited by 32 publications

(32 citation statements)

References 81 publications

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“…For example, studies showing that handling physical specimens had major positive impact on learning for certain students which was not seen when a commercial e‐learning tool was used (Van Nuland and Rogers, 2017). Meanwhile, questions could be raised on whether some of this knowledge could be taught using CAL after being introduced as part of the curriculum (Guimarães et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

The Universal Design for Learning Framework in Anatomical Sciences Education

Balta

Supple

O’Keeffe

2020

Anatomical Sciences Ed

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Over the past decades, teaching and learning within the discipline of anatomy has undergone significant changes. Some of these changes are due to a reduction in the number of teaching hours, while others are related to advancements in technology. Faced with these many choices for change, it can be difficult for faculty to decide on which new developments in anatomical education need or indeed can be integrated into their course to enhance student learning. This article presents the universal design for learning (UDL) framework—an informed, evidence‐based, and robust approach to underpin new course design and pedagogical reform in anatomy education. Universal design for learning is not a theory but a framework grounded in cognitive neuroscience that focuses on engaging multiple brain networks. The guidelines for UDL are organized into three core principles: (1) provide multiple means of representation, (2) provide multiple means of action and expression, and (3) provide multiple means of engagement. The learning space within the anatomy laboratory provides an excellent opportunity in which to apply this framework. This article also describes current trends employed in the teaching of anatomy. The principles of UDL are then outlined, followed by a description of how UDL approaches have been applied in the design and delivery of anatomy practical teaching to first year medical students at University College Cork. Future implications for this work are a consideration and investigation of how a course designed with the principles of UDL at its heart ultimately benefits student learning.

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Section: Discussionmentioning

confidence: 99%

The Universal Design for Learning Framework in Anatomical Sciences Education

Balta

Supple

O’Keeffe

2020

Anatomical Sciences Ed

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“…It has been found that expert clinical anatomists were better in performing metric spatial tasks than novices, suggesting that visual‐spatial abilities are trained by practice and education. In addition, the dose‐dependent effect of practice and learning on visual‐spatial abilities has been found in medical undergraduates after attending CAL courses of musculoskeletal and cardiovascular anatomy (Guimarães et al, ).…”

Section: Introductionmentioning

confidence: 99%

Anatomy Dissection Course Improves the Initially Lower Levels of Visual‐Spatial Abilities of Medical Undergraduates

Bogomolova

Hierck

Hage

et al. 2019

Anatomical Sciences Ed

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Visual-spatial abilities are considered a successful predictor in anatomy learning. Previous research suggest that visual-spatial abilities can be trained, and the magnitude of improvement can be affected by initial levels of spatial skills. This case-control study aimed to evaluate (1) the impact of an extra-curricular anatomy dissection course on visual-spatial abilities of medical undergraduates and (2) the magnitude of improvement in students with initially lower levels of visual-spatial abilities, and (3) whether the choice for the course was related to visual-spatial abilities. Course participants (n = 45) and controls (n = 65) were first and second-year medical undergraduates who performed a Mental Rotations Test (MRT) before and 10 weeks after the course. At baseline, there was no significant difference in MRT scores between course participants and controls. At the end of the course, participants achieved a greater improvement than controls (first-year: ∆6.0 ± 4.1 vs. ∆4.9 ± 3.2; ANCOVA, P = 0.019, Cohen's d = 0.41; second-year: ∆6.5 ± 3.3 vs. ∆6.1 ± 4.0; P = 0.03, Cohen's d = 0.11). Individuals with initially lower scores on the MRT pretest showed the largest improvement (∆8.4 ± 2.3 vs. ∆6.8 ± 2.8; P = 0.011, Cohen's d = 0.61). In summary, (1) an anatomy dissection course improved visual-spatial abilities of medical undergraduates; (2) a substantial improvement was observed in individuals with initially lower scores on the visual-spatial abilities test indicating a different trajectory of improvement; (3) students' preferences for attending extracurricular anatomy dissection course was not driven by visual-spatial abilities. Anat Sci Educ 13: 330-339.

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“…Dados sobre a aprendizagem por computador demonstrou que houve uma melhora dependente da dose, ou seja, quanto maior a quantidade de treinamento através dessa tecnologia, maior foi o desempenho das habilidades espaciais pelos estudantes 21 .…”

Section: Discussionunclassified

uso da tecnologia no ensino da anatomia humana: revisão sistemática da literatura de 2017 a 2020

Boff

Scaramussa

Christianetti

et al. 2020

Medicina (Ribeirão Preto)

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A tecnologia destaca-se como agente de avanço, principalmente na área da saúde. O estudo da anatomia humana nos cursos de medicina permanece tradicionalista com palestras teóricas e dissecção de cadáveres, por isso, metodologias tecnológicas parecem auxiliar o ensino, tornando-o interativo. Assim, o objetivo do estudo é analisar as perspectivas do uso de tecnologias no ensino da anatomia humana para inseri-las na graduação em medicina. Realizou-se uma revisão sistemática da literatura abrangendo artigos publicados entre janeiro de 2017 a março de 2020 nas bases de dados eletrônicas PubMed e Science Direct. Elencaram-se três critérios de inclusão: estudos com estudantes de medicina ou direcionado aos estudantes de medicina, estudos com residentes de medicina e estudos que avaliam o uso do desenvolvimento tecnológico no ensino da anatomia humana; e três de exclusão: estudos com animais, estudos com estudantes de outros cursos da área da saúde e estudos envolvendo área ou técnica cirúrgica específica. Onze artigos foram lidos na íntegra. Como resultado smartphones, código de resposta rápida (QR), realidade virtual (VR), modalidades impressas tridimensionais (3DP), próteses em 3D e outras tecnologias beneficiaram os alunos no aprendizado anatômico, os quais relataram instrumento atraente, de fácil manejo e acessível mesmo distante do laboratório. Além disso, demonstrou-se maior interesse dos acadêmicos em associar métodos tradicionais com as novas tecnologias. As tecnologias se mostraram eficazes no ensino da anatomia humana, visto que a maior parte dos estudos comprovou seu potencial enriquecedor nas avaliações que atingiram resultados iguais e melhores do que o ensino com as práticas tradicionais.

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The Role of Anatomy Computer‐Assisted Learning on Spatial Abilities of Medical Students

Cited by 32 publications

References 81 publications

The Universal Design for Learning Framework in Anatomical Sciences Education

The Universal Design for Learning Framework in Anatomical Sciences Education

Anatomy Dissection Course Improves the Initially Lower Levels of Visual‐Spatial Abilities of Medical Undergraduates

uso da tecnologia no ensino da anatomia humana: revisão sistemática da literatura de 2017 a 2020

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