Three-Dimensional Virtual Anatomy as a New Approach for Medical Student’s Learning

Bartoletti-Stella, Anna; Gatta, Valentina; Mariani, Giulia; Gobbi, Pier Giorgio; Falconi, Mirella; Faenza, Irene; Salucci, Sara

doi:10.3390/ijerph182413247

Cited by 20 publications

(10 citation statements)

References 62 publications

(89 reference statements)

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“…Medical education has witnessed a transformative shift with the integration of advanced technologies, such as the Anatomage table, into anatomy teaching (4,30,31). The adoption of these virtual anatomy platforms holds signi cant promise for enhancing student learning experiences.…”

Section: Discussionmentioning

confidence: 99%

Fostering Engagement in Virtual Anatomy Learning for Healthcare Students

Singer,

Evans,

Zahra

et al. 2024

Preprint

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Background: The use of virtual learning platforms is on the rise internationally, however, successful integration into existing curricula is a complex undertaking fraught with unintended consequences. Looking beyond medical and pedagogic literature can provide insight into factors affecting the user experience. The technology acceptance model, widely used in software evaluation, can be used to identify barriers and enablers of engagement with virtual learning platforms. Here, the technology acceptance model was used to scaffold the exploration of the factors that influenced students' perceptions of the virtual anatomy platform, Anatomage and how these shaped their intention to use it. Methods: Focus groups identified factors influencing students use of the Anatomage tables. Interventions were rolled out to address these findings, then further focus groups and the technology acceptance model identified how factors including self-efficacy, enjoyment, and social norms influenced students’ intention to use the Anatomage table in the future. Results: Students raised significant concerns about understanding how to use the Anatomage table. Moreover, students who considered themselves to be poor at using technology perceived the Anatomage table as more complicated to use. The subjective norm of the group significantly altered the perceived ease of use and usefulness of the Anatomage. However, enjoyment had the greatest impact in influencing both perceived usefulness and perceived ease of use. Indicating enjoyment as the largest contributing factor in altering technology engagement in healthcare cohorts. Conclusions: Focus groups used in tandem with the technology acceptance model provide an effective way to understand student perceptions around technology used in the healthcare curricula. This research determined interventions that promote student engagement with virtual learning platforms, which are important in supporting all healthcare programmes that incorporate technology enhanced learning.

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Section: Discussionmentioning

confidence: 99%

Fostering Engagement in Virtual Anatomy Learning for Healthcare Students

Singer,

Evans,

Zahra

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…Medical education has witnessed a transformative shift with the integration of advanced technologies, such as the Anatomage table, into anatomy teaching [ 4 , 30 , 31 ]. The adoption of these virtual anatomy platforms holds significant promise for enhancing student learning experiences.…”

Section: Discussionmentioning

confidence: 99%

Fostering engagement in virtual anatomy learning for healthcare students

Singer,

Evans,

Zahra

et al. 2024

BMC Med Educ

View full text Add to dashboard Cite

Background The use of virtual learning platforms is on the rise internationally, however, successful integration into existing curricula is a complex undertaking fraught with unintended consequences. Looking beyond medical and pedagogic literature can provide insight into factors affecting the user experience. The technology acceptance model, widely used in software evaluation, can be used to identify barriers and enablers of engagement with virtual learning platforms. Here, the technology acceptance model was used to scaffold the exploration of the factors that influenced students' perceptions of the virtual anatomy platform, Anatomage and how these shaped their intention to use it. Methods Focus groups identified factors influencing students use of the Anatomage tables. Interventions were rolled out to address these findings, then further focus groups and the technology acceptance model identified how factors including self-efficacy, enjoyment, and social norms influenced students’ intention to use the Anatomage table in the future. Results Students raised significant concerns about understanding how to use the Anatomage table. Moreover, students who considered themselves to be poor at using technology perceived the Anatomage table as more complicated to use. The subjective norm of the group significantly altered the perceived ease of use and usefulness of the Anatomage. However, enjoyment had the greatest impact in influencing both perceived usefulness and perceived ease of use. Indicating that enjoyment is the largest contributing factor in altering technology engagement in healthcare cohorts and has the biggest potential to be manipulated to promote engagement. Conclusions Focus groups used in tandem with the technology acceptance model provide an effective way to understand student perceptions around technology used in the healthcare curricula. This research determined interventions that promote student engagement with virtual learning platforms, which are important in supporting all healthcare programmes that incorporate technology enhanced learning.

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“…Similarly, scholars have proposed virtual dissections with arguments in favor of their benefits [7][8][9]. It remains noteworthy that dissection is procedural, methodical, scientific, and scholarly; as such, it requires a laboratory protocol or guide to achieve such objectives.…”

Section: Introductionmentioning

confidence: 99%

Protocol Development for Digisection: Making a Case for Standardizing Educational Technology Use for Digital Dissection and Anatomical Studies

Owolabi¹

2023

Cureus

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The changes that have characterized advancements in anatomical sciences and medical education have significantly influenced pedagogies and the mode of delivery of teaching and training in the context of medical education. Another reality is the impact of educational technology (EdTech) penetration and integration into medical sciences and education. These events have undoubtedly influenced certain traditional practices and pedagogies including dissection. For example, EdTech and innovations have introduced virtual human images and three-dimensional (3D) human body representations for the purposes of teaching and dissection. Another instance includes the fact that the old dissection guides for gross anatomy, which follow the traditional regional anatomy approach, are often challenging to adapt to the relatively modern medical school curriculum that has embraced the integration philosophy. It is apparent that one practical and realistic way to provide an adapted and effective guide for anatomical dissections under various curricular philosophies and contexts would be to develop de novo protocols or adapt existing ones. Protocol development would be a vital component of the modern anatomist toolkit. This article presents the basic considerations and practical approach, including underpinning principles, to developing virtual dissection protocols using a digital 3D dissection facility, the Anatomage table (Anatomage Inc., California, United States of America), as a case study.

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Three-Dimensional Virtual Anatomy as a New Approach for Medical Student’s Learning

Cited by 20 publications

References 62 publications

Fostering Engagement in Virtual Anatomy Learning for Healthcare Students

Fostering Engagement in Virtual Anatomy Learning for Healthcare Students

Fostering engagement in virtual anatomy learning for healthcare students

Protocol Development for Digisection: Making a Case for Standardizing Educational Technology Use for Digital Dissection and Anatomical Studies

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