The study techniques of Asian, American, and European medical students during gross anatomy and neuroanatomy courses in Poland

Żurada, Anna; Gielecki, Jerzy; Osman, Nilab; Tubbs, R. Shane; Loukas, Marios; Żurada-Zielińska, Agnieszka; Bedi, Neru; Nowak, Dariusz

doi:10.1007/s00276-010-0721-6

Cited by 27 publications

(24 citation statements)

References 21 publications

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“…). Others have similarly reported that medical students ranked CAL resources such as software and websites lower than F2F teaching methods utilizing dissection, prosection, living and radiological anatomy, and didactic lectures (Azer and Eizenberg, ; Kerby et al, ; Zurada et al, ; Johnson et al, ; Davis et al, ; Stirling and Birt, ). This study extends these findings from the classroom setting into the SDS realm.…”

Section: Discussionmentioning

confidence: 99%

“…Computer‐assisted learning (CAL) resources have been incorporated into anatomy curricula (Azer and Eizenberg, ; Rizzolo et al, ) including in the dissection laboratory (Mayfield et al, ), or used extramurally, providing flexibility in the time, place, and tempo of learning (Johnson et al, ). Studies of medical students' preferences for teaching and learning activities (TLA) and resources in gross anatomy highlight that “traditional” resources such as dissection, prosected specimens, lectures, surface and radiological anatomy, textbooks, and atlases are generally preferred over CAL resources (Azer and Eizenberg, ; Kerby et al, ; Zurada et al, ; Johnson et al, ; Davis et al, ; Olowo‐Ofayoku and Moxham, ). For example, students rated six teaching methods for their suitability to meet several learning objectives (e.g., anatomical information, anatomical variation, 3D visualization, background for clinical disciplines, and developing team skills); overall, dissection rated highest, followed by prosections, living and radiological anatomy, didactic teaching, technology (CAL), and anatomical models (Kerby et al, ).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Medical student preferences for self‐directed study resources in gross anatomy

Choi-Lundberg

Low

Patman

et al. 2015

Anatomical Sciences Ed

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Gross anatomy instruction in medical curricula involve a range of resources and activities including dissection, prosected specimens, anatomical models, radiological images, surface anatomy, textbooks, atlases, and computer-assisted learning (CAL). These resources and activities are underpinned by the expectation that students will actively engage in self-directed study (SDS) to enhance their knowledge and understanding of anatomy. To gain insight into preclinical versus clinical medical students' preferences for SDS resources for learning gross anatomy, and whether these vary on demographic characteristics and attitudes toward anatomy, students were surveyed at two Australian medical schools, one undergraduate-entry and the other graduate-entry. Lecture/tutorial/practical notes were ranked first by 33% of 156 respondents (mean rank ± SD, 2.48 ± 1.38), textbooks by 26% (2.62 ± 1.35), atlases 20% (2.80 ± 1.44), videos 10% (4.34 ± 1.68), software 5% (4.78 ± 1.50), and websites 4% (4.24 ± 1.34). Among CAL resources, Wikipedia was ranked highest. The most important factor in selecting CAL resources was cost (ranked first by 46%), followed by self-assessment, ease of use, alignment with curriculum, and excellent graphics (each 6-9%). Compared with preclinical students, clinical students ranked software and Acland's Video Atlas of Human Anatomy higher and felt radiological images were more important in selecting CAL resources. Along with other studies reporting on the quality, features, and impact on learning of CAL resources, the diversity of students' preferences and opinions on usefulness and ease of use reported here can help guide faculty in selecting and recommending a range of CAL and other resources to their students to support their self-directed study.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Medical student preferences for self‐directed study resources in gross anatomy

Choi-Lundberg

Low

Patman

et al. 2015

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…However, clarity has been lacking with regards to the preferred pedagogy to be employed (Heylings, ). Although study with human cadaveric material might have been traditionally considered closer to clinical medicine (Zurada et al, ), a nonsystematic review on the transformations in neuroanatomy teaching methodologies has shown that the majority of institutions have been using electronic tools effectively to demonstrate the topography and spatial relationships of neuroanatomical structures to the students (Sotgiu et al, ). For instance, the usage of a neurology case‐based web‐resource showed significant improvement in assessment score of medical students at Oxford University (Svirko and Mellanby, ).…”

Section: Discussionmentioning

confidence: 99%

Understanding neurophobia: Reasons behind impaired understanding and learning of neuroanatomy in cross‐disciplinary healthcare students

Javaid

Chakraborty

Cryan

et al. 2017

Anatomical Sciences Ed

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Recent studies have highlighted a fear or difficulty with the study and understanding of neuroanatomy among medical and healthcare students. This has been linked with a diminished confidence of clinical practitioners and students to manage patients with neurological conditions. The underlying reasons for this difficulty have been queried among a broad cohort of medical, dental, occupational therapy, and speech and language sciences students. Direct evidence of the students' perception regarding specific difficulties associated with learning neuroanatomy has been provided and some of the measures required to address these issues have been identified. Neuroanatomy is perceived as a more difficult subject compared to other anatomy topics (e.g., reproductive/pelvic anatomy) and not all components of the neuroanatomy curriculum are viewed as equally challenging. The difficulty in understanding neuroanatomical concepts is linked to intrinsic factors such as the inherent complex nature of the topic rather than outside influences (e.g., lecture duration). Participants reporting high levels of interest in the subject reported higher levels of knowledge, suggesting that teaching tools aimed at increasing interest, such as case-based scenarios, could facilitate acquisition of knowledge. Newer pedagogies, including web-resources and computer assisted learning (CAL) are considered important tools to improve neuroanatomy learning, whereas traditional tools such as lecture slides and notes were considered less important. In conclusion, it is suggested that understanding of neuroanatomy could be enhanced and neurophobia be decreased by purposefully designed CAL resources. This data could help curricular designers to refocus attention and guide educators to develop improved neuroanatomy web-resources in future. Anat Sci Educ 11: 81-93. © 2017 American Association of Anatomists.

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“…This group was undoubtedly studying this material using several meansdlecture notes, atlases, dissections, and prosections (Zurada et al, 2011)din preparation for their exam. Since we aimed for high external validity by implementing the study aids over a long term and in the students' natural environment, we cannot include the influence of other studying methods in our analyses.…”

Section: Game Design Makes Learning More Predictable By Enhancing Thementioning

confidence: 99%

Exploring the influence of game design on learning and voluntary use in an online vascular anatomy study aid

Gauthier

Corrin

Jenkinson

2015

Computers & Education

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a b s t r a c tThis research explores the educational impact of an online study aid-game for studying human vascular anatomy (n ¼ 24) versus a similar non-game study aid (n ¼ 22) and how it relates to medical students' demographic traits and voluntary use over a 35-day period. Hierarchical linear regression models revealed that study aid success rate (a metric for assessing performance through the study aids) was a significant predictor of anatomy test improvement with the game (b ¼ 0.41, p ¼ 0.05), but not for the non-game (b ¼ 0.14, p ¼ 0.56). Our analyses suggest that game mechanics encouraged more specific problem-solving strategies than did the control study aid, leading to greater predictability of learning outcomes. There was a non-significant trend among game treatment participants, who were more likely to complete study tasks than those assigned to the control treatment (p ¼ 0.11). It would appear that students' studying habits had the greatest influence (though opposite in both tools) on level of engagement in study aid use. However, contrary to expectations, self-reported gaming habits did not impact participation. Overall, these findings support the integration of game design into undergraduate study aids as a means of increasing use of supplementary educational tools and assessing knowledge.

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The study techniques of Asian, American, and European medical students during gross anatomy and neuroanatomy courses in Poland

Cited by 27 publications

References 21 publications

Medical student preferences for self‐directed study resources in gross anatomy

Medical student preferences for self‐directed study resources in gross anatomy

Understanding neurophobia: Reasons behind impaired understanding and learning of neuroanatomy in cross‐disciplinary healthcare students

Exploring the influence of game design on learning and voluntary use in an online vascular anatomy study aid

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