Online dissection audio-visual resources for human anatomy: Undergraduate medical students' usage and learning outcomes
In an attempt to improve undergraduate medical student preparation for and learning from dissection sessions, dissection audio‐visual resources (DAVR) were developed. Data from e‐learning management systems indicated DAVR were accessed by 28% ± 10 (mean ± SD for nine DAVR across three years) of stud...
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| Veröffentlicht in: | Anatomical sciences education 2016-11, Vol.9 (6), p.545-554 |
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| creator | Choi-Lundberg, Derek L. Cuellar, William A. Williams, Anne-Marie M. |
| description | In an attempt to improve undergraduate medical student preparation for and learning from dissection sessions, dissection audio‐visual resources (DAVR) were developed. Data from e‐learning management systems indicated DAVR were accessed by 28% ± 10 (mean ± SD for nine DAVR across three years) of students prior to the corresponding dissection sessions, representing at most 58% ± 20 of assigned dissectors. Approximately 50% of students accessed all available DAVR by the end of semester, while 10% accessed none. Ninety percent of survey respondents (response rate 58%) generally agreed that DAVR improved their preparation for and learning from dissection when used. Of several learning resources, only DAVR usage had a significant positive correlation (P = 0.002) with feeling prepared for dissection. Results on cadaveric anatomy practical examination questions in year 2 (Y2) and year 3 (Y3) cohorts were 3.9% (P |
| doi_str_mv | 10.1002/ase.1607 |
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Data from e‐learning management systems indicated DAVR were accessed by 28% ± 10 (mean ± SD for nine DAVR across three years) of students prior to the corresponding dissection sessions, representing at most 58% ± 20 of assigned dissectors. Approximately 50% of students accessed all available DAVR by the end of semester, while 10% accessed none. Ninety percent of survey respondents (response rate 58%) generally agreed that DAVR improved their preparation for and learning from dissection when used. Of several learning resources, only DAVR usage had a significant positive correlation (P = 0.002) with feeling prepared for dissection. Results on cadaveric anatomy practical examination questions in year 2 (Y2) and year 3 (Y3) cohorts were 3.9% (P < 0.001, effect size d = −0.32) and 0.3% lower, respectively, with DAVR available compared to previous years. However, there were positive correlations between students’ cadaveric anatomy question scores with the number and total time of DAVR viewed (Y2, r = 0.171, 0.090, P = 0.002, n.s., respectively; and Y3, r = 0.257, 0.253, both P < 0.001). Students accessing all DAVR scored 7.2% and 11.8% higher than those accessing none (Y2, P = 0.015, d = 0.48; and Y3, P = 0.005, d = 0.77, respectively). Further development and promotion of DAVR are needed to improve engagement and learning outcomes of more students. Anat Sci Educ 9: 545–554. © 2016 American Association of Anatomists.</description><identifier>ISSN: 1935-9772</identifier><identifier>EISSN: 1935-9780</identifier><identifier>DOI: 10.1002/ase.1607</identifier><identifier>PMID: 27802370</identifier><language>eng</language><publisher>United States: Blackwell Publishing Ltd</publisher><subject>action research ; anatomical sciences/medical education ; Anatomy ; Anatomy - education ; Attitude to Computers ; Audiovisual Aids ; Audiovisual Aids - utilization ; Audiovisual Instruction ; Cadaver ; cognitive load ; Comprehension ; Computer-Assisted Instruction - utilization ; computers in anatomical education ; Correlation ; Curriculum ; Dissection - education ; dissection anatomy ; e-learning ; Education, Medical, Undergraduate - methods ; Educational Measurement ; Educational Status ; human gross anatomy ; Humans ; instructional design ; Instructional Effectiveness ; Internet - utilization ; Laboratory Procedures ; Learner Engagement ; Learning ; learning analytics ; Medical Education ; medical student ; multimedia ; Outcomes of Education ; Program Evaluation ; Science Instruction ; Science Tests ; Scores ; Statistical Analysis ; Student Attitudes ; Students, Medical - psychology ; Surveys and Questionnaires ; Teaching Methods ; undergraduate medical education ; Undergraduate Students</subject><ispartof>Anatomical sciences education, 2016-11, Vol.9 (6), p.545-554</ispartof><rights>2016 American Association of Anatomists</rights><rights>2016 American Association of Anatomists.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4097-147ca04bf94170c65f84f89e47dda9d7791cdfab9fd42d60abc671afb123d1b23</citedby><cites>FETCH-LOGICAL-c4097-147ca04bf94170c65f84f89e47dda9d7791cdfab9fd42d60abc671afb123d1b23</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Fase.1607$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Fase.1607$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,776,780,1411,27901,27902,45550,45551</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1118646$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/27802370$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Choi-Lundberg, Derek L.</creatorcontrib><creatorcontrib>Cuellar, William A.</creatorcontrib><creatorcontrib>Williams, Anne-Marie M.</creatorcontrib><title>Online dissection audio-visual resources for human anatomy: Undergraduate medical students' usage and learning outcomes</title><title>Anatomical sciences education</title><addtitle>American Association of Anatomists</addtitle><description>In an attempt to improve undergraduate medical student preparation for and learning from dissection sessions, dissection audio‐visual resources (DAVR) were developed. Data from e‐learning management systems indicated DAVR were accessed by 28% ± 10 (mean ± SD for nine DAVR across three years) of students prior to the corresponding dissection sessions, representing at most 58% ± 20 of assigned dissectors. Approximately 50% of students accessed all available DAVR by the end of semester, while 10% accessed none. Ninety percent of survey respondents (response rate 58%) generally agreed that DAVR improved their preparation for and learning from dissection when used. Of several learning resources, only DAVR usage had a significant positive correlation (P = 0.002) with feeling prepared for dissection. Results on cadaveric anatomy practical examination questions in year 2 (Y2) and year 3 (Y3) cohorts were 3.9% (P < 0.001, effect size d = −0.32) and 0.3% lower, respectively, with DAVR available compared to previous years. However, there were positive correlations between students’ cadaveric anatomy question scores with the number and total time of DAVR viewed (Y2, r = 0.171, 0.090, P = 0.002, n.s., respectively; and Y3, r = 0.257, 0.253, both P < 0.001). Students accessing all DAVR scored 7.2% and 11.8% higher than those accessing none (Y2, P = 0.015, d = 0.48; and Y3, P = 0.005, d = 0.77, respectively). Further development and promotion of DAVR are needed to improve engagement and learning outcomes of more students. Anat Sci Educ 9: 545–554. © 2016 American Association of Anatomists.</description><subject>action research</subject><subject>anatomical sciences/medical education</subject><subject>Anatomy</subject><subject>Anatomy - education</subject><subject>Attitude to Computers</subject><subject>Audiovisual Aids</subject><subject>Audiovisual Aids - utilization</subject><subject>Audiovisual Instruction</subject><subject>Cadaver</subject><subject>cognitive load</subject><subject>Comprehension</subject><subject>Computer-Assisted Instruction - utilization</subject><subject>computers in anatomical education</subject><subject>Correlation</subject><subject>Curriculum</subject><subject>Dissection - education</subject><subject>dissection anatomy</subject><subject>e-learning</subject><subject>Education, Medical, Undergraduate - methods</subject><subject>Educational Measurement</subject><subject>Educational Status</subject><subject>human gross anatomy</subject><subject>Humans</subject><subject>instructional design</subject><subject>Instructional Effectiveness</subject><subject>Internet - utilization</subject><subject>Laboratory Procedures</subject><subject>Learner Engagement</subject><subject>Learning</subject><subject>learning analytics</subject><subject>Medical Education</subject><subject>medical student</subject><subject>multimedia</subject><subject>Outcomes of Education</subject><subject>Program Evaluation</subject><subject>Science Instruction</subject><subject>Science Tests</subject><subject>Scores</subject><subject>Statistical Analysis</subject><subject>Student Attitudes</subject><subject>Students, Medical - psychology</subject><subject>Surveys and Questionnaires</subject><subject>Teaching Methods</subject><subject>undergraduate medical education</subject><subject>Undergraduate Students</subject><issn>1935-9772</issn><issn>1935-9780</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp1kUFv1DAQhSMEoqUg8QdAljjAJcVOnDjuraq2hWpFhaAq4mI59mRxSeziiVv23-OyywohcZqR3uc343lF8ZzRQ0Zp9VYjHLKWigfFPpN1U0rR0Ye7XlR7xRPEa0pbyprqcbFXZb2qBd0v7i786DwQ6xDBzC54opN1obx1mPRIImBI0QCSIUTyLU06A17PYVofkUtvIa6itknPQCawzuQnOCcLfsbXJKFeQcYtGUFH7_yKhDSbMAE-LR4NekR4tq0HxeXp4vPJu3J5cfb-5HhZGk6lKBkXRlPeD5IzQU3bDB0fOglcWKulFUIyYwfdy8HyyrZU96YVTA89q2rL-qo-KN5sfG9i-JEAZzU5NDCO2kNIqFhXcyklrZqMvvoHvc5f93m73xTvmlb8ZWhiQIwwqJvoJh3XilF1H4bKYaj7MDL6cmuY-nycHfjn-hl4sQEgOrOTF-eMsa7lbdbLjX7nRlj_d5A6_rTYDtzyDmf4ueN1_K5aUYtGXX04Ux-vzr80X-VS0foXCO2tYQ</recordid><startdate>201611</startdate><enddate>201611</enddate><creator>Choi-Lundberg, Derek L.</creator><creator>Cuellar, William A.</creator><creator>Williams, Anne-Marie M.</creator><general>Blackwell Publishing Ltd</general><general>Wiley-Blackwell</general><general>Wiley Subscription Services, Inc</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>K9.</scope><scope>7X8</scope></search><sort><creationdate>201611</creationdate><title>Online dissection audio-visual resources for human anatomy: Undergraduate medical students' usage and learning outcomes</title><author>Choi-Lundberg, Derek L. ; Cuellar, William A. ; Williams, Anne-Marie M.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4097-147ca04bf94170c65f84f89e47dda9d7791cdfab9fd42d60abc671afb123d1b23</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2016</creationdate><topic>action research</topic><topic>anatomical sciences/medical education</topic><topic>Anatomy</topic><topic>Anatomy - education</topic><topic>Attitude to Computers</topic><topic>Audiovisual Aids</topic><topic>Audiovisual Aids - utilization</topic><topic>Audiovisual Instruction</topic><topic>Cadaver</topic><topic>cognitive load</topic><topic>Comprehension</topic><topic>Computer-Assisted Instruction - utilization</topic><topic>computers in anatomical education</topic><topic>Correlation</topic><topic>Curriculum</topic><topic>Dissection - education</topic><topic>dissection anatomy</topic><topic>e-learning</topic><topic>Education, Medical, Undergraduate - methods</topic><topic>Educational Measurement</topic><topic>Educational Status</topic><topic>human gross anatomy</topic><topic>Humans</topic><topic>instructional design</topic><topic>Instructional Effectiveness</topic><topic>Internet - utilization</topic><topic>Laboratory Procedures</topic><topic>Learner Engagement</topic><topic>Learning</topic><topic>learning analytics</topic><topic>Medical Education</topic><topic>medical student</topic><topic>multimedia</topic><topic>Outcomes of Education</topic><topic>Program Evaluation</topic><topic>Science Instruction</topic><topic>Science Tests</topic><topic>Scores</topic><topic>Statistical Analysis</topic><topic>Student Attitudes</topic><topic>Students, Medical - psychology</topic><topic>Surveys and Questionnaires</topic><topic>Teaching Methods</topic><topic>undergraduate medical education</topic><topic>Undergraduate Students</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Choi-Lundberg, Derek L.</creatorcontrib><creatorcontrib>Cuellar, William A.</creatorcontrib><creatorcontrib>Williams, Anne-Marie M.</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>MEDLINE - Academic</collection><jtitle>Anatomical sciences education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Choi-Lundberg, Derek L.</au><au>Cuellar, William A.</au><au>Williams, Anne-Marie M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1118646</ericid><atitle>Online dissection audio-visual resources for human anatomy: Undergraduate medical students' usage and learning outcomes</atitle><jtitle>Anatomical sciences education</jtitle><addtitle>American Association of Anatomists</addtitle><date>2016-11</date><risdate>2016</risdate><volume>9</volume><issue>6</issue><spage>545</spage><epage>554</epage><pages>545-554</pages><issn>1935-9772</issn><eissn>1935-9780</eissn><abstract>In an attempt to improve undergraduate medical student preparation for and learning from dissection sessions, dissection audio‐visual resources (DAVR) were developed. Data from e‐learning management systems indicated DAVR were accessed by 28% ± 10 (mean ± SD for nine DAVR across three years) of students prior to the corresponding dissection sessions, representing at most 58% ± 20 of assigned dissectors. Approximately 50% of students accessed all available DAVR by the end of semester, while 10% accessed none. Ninety percent of survey respondents (response rate 58%) generally agreed that DAVR improved their preparation for and learning from dissection when used. Of several learning resources, only DAVR usage had a significant positive correlation (P = 0.002) with feeling prepared for dissection. Results on cadaveric anatomy practical examination questions in year 2 (Y2) and year 3 (Y3) cohorts were 3.9% (P < 0.001, effect size d = −0.32) and 0.3% lower, respectively, with DAVR available compared to previous years. However, there were positive correlations between students’ cadaveric anatomy question scores with the number and total time of DAVR viewed (Y2, r = 0.171, 0.090, P = 0.002, n.s., respectively; and Y3, r = 0.257, 0.253, both P < 0.001). Students accessing all DAVR scored 7.2% and 11.8% higher than those accessing none (Y2, P = 0.015, d = 0.48; and Y3, P = 0.005, d = 0.77, respectively). Further development and promotion of DAVR are needed to improve engagement and learning outcomes of more students. Anat Sci Educ 9: 545–554. © 2016 American Association of Anatomists.</abstract><cop>United States</cop><pub>Blackwell Publishing Ltd</pub><pmid>27802370</pmid><doi>10.1002/ase.1607</doi><tpages>10</tpages></addata></record> |
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| subjects | action research anatomical sciences/medical education Anatomy Anatomy - education Attitude to Computers Audiovisual Aids Audiovisual Aids - utilization Audiovisual Instruction Cadaver cognitive load Comprehension Computer-Assisted Instruction - utilization computers in anatomical education Correlation Curriculum Dissection - education dissection anatomy e-learning Education, Medical, Undergraduate - methods Educational Measurement Educational Status human gross anatomy Humans instructional design Instructional Effectiveness Internet - utilization Laboratory Procedures Learner Engagement Learning learning analytics Medical Education medical student multimedia Outcomes of Education Program Evaluation Science Instruction Science Tests Scores Statistical Analysis Student Attitudes Students, Medical - psychology Surveys and Questionnaires Teaching Methods undergraduate medical education Undergraduate Students |
| title | Online dissection audio-visual resources for human anatomy: Undergraduate medical students' usage and learning outcomes |
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