Traditional teaching supported by computer‐assisted learning for macroscopic anatomy

Elizondo‐Omaña, Rodrigo Enrique; Morales-Gómez, Jesús Alberto; Guzmán, Santos; Hernández, Iván León; Ibarra, Ricardo Patiño; Vílchez-Cavazos, Félix

doi:10.1002/ar.b.20019

Cited by 57 publications

(62 citation statements)

References 14 publications

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“…The conventional teaching and learning of mathematics over-emphasizes algebraic methods, and the students had been trained to use such methods to solve most mathematics problems. However, the use of a graphing calculator can change the teaching and learning of calculus concepts from relying solely on algebraic method to encompassing numeric, algebraic and graphical methods, as indicated by Elizondo [11]. Several studies have shown that the connection of International Journal of Mathematical Education in Science and Technology different representations leads to the development of conceptual understanding and the improvement of students' problem-solving skills [12].…”

Section: Discussion:-mentioning

confidence: 99%

The Effectiveness of Usingvirtual Mathematics Laboratories (Vml) in Ubiquitous Learning Environments.

Elrazek¹,

Galala²

2017

IJAR

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Section: Discussion:-mentioning

confidence: 99%

The Effectiveness of Usingvirtual Mathematics Laboratories (Vml) in Ubiquitous Learning Environments.

Elrazek¹,

Galala²

2017

IJAR

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“…Looking at the effects of traditional anatomy teaching to computer assisted learning (CAL), there was a significant difference in final exam results with those students who had been taught traditionally with CAL than those with traditional teaching alone (Elizondo-Oma~na et al, 2004). However, medical students in Mexico who used online resources spent an extra 20 hours learning anatomy and Neuroanatomy (Elizondo-Oma~na et al, 2004); the difference in exam results and student performance improvement may be due to the fact that these students were exposed to learning material for longer period of time, rather than the mode of learning or the difference in teaching methods.…”

Section: New Methods Of Teaching In Medical Schoolsmentioning

confidence: 99%

“…However, medical students in Mexico who used online resources spent an extra 20 hours learning anatomy and Neuroanatomy (Elizondo-Oma~na et al, 2004); the difference in exam results and student performance improvement may be due to the fact that these students were exposed to learning material for longer period of time, rather than the mode of learning or the difference in teaching methods.…”

Section: New Methods Of Teaching In Medical Schoolsmentioning

confidence: 99%

Anatomy "Peer Teaching" in Medical School: A literature review

Iqbal¹

2016

MedEdPublish

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Medical schools in the twenty first century, have undergone drastic changes in their teaching methodologies worldwide, more specifically in the teaching of anatomy. The main goal of any educational institution is the transfer of knowledge from educator to student in an effective manner. This review attempts to bring together the different teaching methodologies used in medical schools in this new era.Medical institutions have a wide variety of different approaches in teaching anatomy. Tradition dictates that cadaveric dissection and prosected specimens are the gold standard in providing medical students a solid foundation upon which they can build their knowledge and understanding. However, some medical schools use other educational tools, such as anatomical models, computer programs and medical imaging. Moreover, the recent introduction of non-conventional teaching techniques such as problem based learning, encourage cognitive thinking, teamwork and professionalism.Peer teaching is an innovative way of education, and it's success is thought to lie in cognitive congruence; having shared learning experiences and capabilities, cognitive congruence allows students to ask questions in confidence and make any clarifications, without fear of being judged. Other advantages include, enhanced teamwork and communication skills, for both the peer teacher and the students being taught.When viewing the whole spectrum of teaching tools and learning techniques, there are none that appear to be more superior to others, but rather that they should be used in conjunction with one another, in order to enhance learning. IntroductionThe adequate knowledge of anatomy is an essential aspect in becoming a competent physician, however the transfer of anatomical knowledge from educator to student in higher education has been in decline over a period of years (Turney, 2007). The most common pedagogy of theoretical anatomy is passive and ineffective (Schwerdt &Iqbal H MedEdPublish

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“…Through interactive material in digital repository, immediate feedback and problem solving activities it can catalyse active participation [4,5]. Through computer enabled three-dimensional visualization, it can offset the limitations of verbal descriptions in teaching anatomy [6][7][8][9][10]. For the current tech-savvy generation, it can offer a platform to study through a media they enjoy.…”

Section: The Effectiveness Of Early Clinical Exposure and E-learning mentioning

confidence: 99%

“…In a large retrospective study done by Elizondo-Omana et al, students taught using traditional method had lower averages and lower percentage of passing than those taught using additional CAL (Computer Assisted Learning) [6]. They attribute it to students spending an additional 20 hours on the multimedia resources in the semester.…”

Section: Total Scoresmentioning

confidence: 99%

The Effectiveness of Early Clinical Exposure and E-Learning in Teaching Anatomy

Chimmalgi¹,

Jose²,

Kumari³

2017

IJAR

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Objectives:The primary objective of this study was to determine if Early Clinical Exposure (ECE) and E-learning can be effective alternative methods of teaching anatomy for the first-year medical students. Secondary objectives were to determine (a) if there was gender bias with these methods and (b) if these methods influenced high, average or low achievers selectively. Materials and Methods:Study was conducted in the department of anatomy with 150 first-year medical students participating in it. Students were randomly divided into three groups of 50 each. Six selected topics were taught to the three groups using ECE, e-learning and traditional lecture alternatively. After each session, a test was conducted using 20 objective questions to assess the learning outcome. Average score of the groups were analysed using Fisher one-way ANOVA or Welch test. Multiple comparisons were done using post-hoc tests when the difference between the average scores was found to be significant. Gender difference in the scores for each method was noted. Learning outcome of high, average and low achievers with ECE and e-learning were compared.Results: Average total scores after ECE were comparable to lecture and superior to e-learning in five of the six sessions. E-learning, however, was not as effective as ECE in improving the test scores. Except for one group, where the boys outperformed the girls after e-learning, girls outperformed the boys in all the groups with all the three methods of instruction. ECE or e-learning did not influence high, average or low achievers selectively. Conclusion:Based on the learning outcome, ECE can be an effective method to teach Anatomy in the described format. E-learning did not improve the test scores in the self-study format used in this study, but, 3D visualization can benefit the students when used as an adjunct to the traditional methods.

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Traditional teaching supported by computer‐assisted learning for macroscopic anatomy

Cited by 57 publications

References 14 publications

The Effectiveness of Usingvirtual Mathematics Laboratories (Vml) in Ubiquitous Learning Environments.

The Effectiveness of Usingvirtual Mathematics Laboratories (Vml) in Ubiquitous Learning Environments.

Anatomy "Peer Teaching" in Medical School: A literature review

The Effectiveness of Early Clinical Exposure and E-Learning in Teaching Anatomy

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