31 results on '"anatomy learning"'
Search Results
2. Satisfaction of lecturers and undergraduate students of medical faculties in Indonesia towards online anatomy learning during COVID-19 pandemic.
- Author
-
Liem, Isabella Kurnia, Fatril, Ayu Eka, and Husna, Firda Asma'ul
- Subjects
COVID-19 pandemic ,ONLINE education ,MEDICAL students ,VIRTUAL classrooms ,SATISFACTION ,UNDERGRADUATES - Abstract
The changing of education activities (offline into online) to reduce coronavirus transmission during COVID-19 pandemi has influence on the learning strategies, which ultimately might impact the achievement of learning objectives. Therefore, we conducted a cross-sectional study using a valid (p < 0.01; two-tailed Pearson correlation) and reliable (r = 0.878 and r = 0.849; Cronbach Alpha) online questionnaire to evaluate the perspectives of human anatomy lecturers and undergraduate medical students in Indonesia in implementing the online anatomy learning. We also explored their expectations and preferred learning methods after COVID-19 pandemic. Using purposive sampling, 467 respondents, which consisted of 66 lecturers from 41 universities in six islands (Java, Sumatera, Kalimantan, Sulawesi, Nusa Tenggara and Papua) and 401 students from 19 universities in four islands (Java, Sumatera, Kalimantan, Papua) were recruited. A Chi-square test was used to analyze the differences in categorical variables. The lecturers (74.2%) and students (63.1%) agreed that online learning effectively delivered the course material (p = 0.095). They (69.7% lecturers and 57.9% students) also agreed that learning time allocation was sufficient (p = 0.079); moreover, lecturers (53%) and students (56.1%) had good interaction (p = 0.689). Nevertheless, 56.1% lecturers and 63.3% students had problem during online practical sessions. They had different perspectives about issues during online classes (69.7% vs 36.4%; p < 0.01), motivation improvement (72.7% vs 37.4%; p < 0.01), and time management (87.9% vs 58.4%; p < 0.01). According to the location of the university, especially in the student's side, students in Java had higher proportion in the two aspects, i.e. learning material (p < 0.01) and lecturer-student interaction (p < 0.01), and had lower proportion in the problems during online class (p = 0.003) and practical sessions (p = 0.008). Majority of the respondents (62,2% lecturers in Java, 71.4% lecturers outside Java, 79.6% Students in Java, and 76.6% students outside Java) preferred the use of blended learning after the pandemic (new normal era) and expected to continue the cadaveric practical sessions (82.2% lecturers in Java, 81.0% lecturers outside Java, 91.1% students in Java, and 78.3% students outside Java). In conclusion, the study showed that the satisfaction toward online anatomy learning related to the subject's role (lecturer or student) and the university region in some aspects. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
3. Perceptions of italian medical students on human dissection and modern technology in anatomy learning.
- Author
-
Bandiera, Pasquale, Sotgiu, Maria Alessandra, Mazzarello, Vittorio, Bulla, Antonio, Saderi, Laura, Montella, Andrea, and Moxham, Bernard John
- Subjects
- *
HUMAN dissection , *MEDICAL students , *COLLEGE student attitudes , *ANATOMY , *MEDICAL cadavers , *DIGITAL learning , *LEARNING - Abstract
Since 2021, the Azienda Ospedaliero-Universitaria of Sassari, Italy, has been authorized to preserve and utilize post-mortem tissues and bodies for research, study, and training. Before this date, no body dissection was performed. Medical students who wanted the opportunity were given the chance to go abroad for dissection courses. The primary purpose of the present study was to assess retrospectively, and using a questionnaire, the attitudes of medical students at the University of Sassari who had travelled to the University of Bordeaux to undertake anatomical body examinations. Students were invited to complete a survey, a 14-item questionnaire was developed. Over 85% of the students were very satisfied with the dissection course, the majority of medical students find the experience of dissection to be a unique and exciting opportunity, despite it being stressful and negative for some. Despite the wide range of electronic learning resources available today, unexpectedly with respect to our original hypothesis, the majority of our students have indicated that traditional dissection methods cannot be replaced by modern tools. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
4. STUDENTS’ PERCEPTION ON ANATOMY TEACHING METHODOLOGIES
- Author
-
S K Nagar, Ojaswini Malukar, Dharti Kubavat, Vipul Prajapati, Dimple Ganatra, and Ajay Rathwa
- Subjects
Anatomy learning ,Students view ,Teaching Method ,Medicine - Abstract
An opinion regarding curriculum, teaching methodology & assessment techniques in anatomy was taken from the First MBBS students at Medical college Baroda with specially designed questionnaire. Majority of the students feel the curriculum can be taught in present one year duration with present system lecture timetables. The best method of learning is the dissection hall teaching & the students should be shown the structures and their relations rather than discussing these things in lectures. Majority of the students feel that the subject related books in library are not enough but they are aware of internet as an effective learning tool. Majority students opined that the best method of assessment is tests e.g. viva & part ending tests. This study show that the planning about the curriculum, teaching methodology & assessment techniques is decided by the senior faculty members but the opinion of the students is reasonable & justifiable and needs to be heard in deciding this aspect.
- Published
- 2022
5. Online Learning Modules in Anatomical Sciences: Effective Sources for Continued Learning for Medical Undergraduates During the Unprecedent COVID-19 Pandemic
- Author
-
Srinivasan Viveka, Nagavalli Basavanna Pushpa, and Kumar Satish Ravi
- Subjects
anatomy learning ,medical education ,e-learning ,online resources ,structured courses ,youtube channels ,Medicine - Abstract
Introduction. During the COVID-19 pandemic-induced lockdown, the selection of simple and authentic online material among plethora of web content is difficult for both students and teachers. This forces students and teachers to explore various avenues of learning. The objective of this research was to evaluate free open-access anatomy e-learning resources in accordance with required standard learning outcomes for medical students. Methods. During February 2021, an extensive search for online modules for learning anatomy across six Massive Open Online Courses, including edX, Coursera, Udemy, Khan Academy, Canvas and FutureLearn, along with Google and YouTube was conducted. Courses or modules on e-learning platforms, YouTube channels, standalone videos, anatomy atlases, 3D models were considered as learning resources and evaluated. Online materials were classified as structured learning resources if they had a defined syllabus, time duration and instructional design. Resources lacking these characteristics were considered as unstructured ones. Results. Twenty structured learning courses were identified on the Udemy (6 courses), Coursera (3 courses), edX (2 courses), FutureLearn and Khan academy platforms. Learning resources available through Swayam Prabha were aligned with the defined syllabus and video lectures. The content hosted within Clinical Anatomy, Medvizz and Kenhub was eye-catching. Thirty-two YouTube channels offering standalone learning material were identified. Seven resource materials, other than YouTube channels, offered anatomy learning material in the form of charts and tables. Four websites noted to have 3D interactive learning content regarding gross anatomy. Conclusions. During the pandemic-induced lockdown, the list presented in the study may act as guide in selection of the simplest and best materials for those teaching and learning anatomy in medical undergraduate courses. However, in most cases, there is no alignment with standard learning outcomes as defined by medical education regulatory authorities.
- Published
- 2021
- Full Text
- View/download PDF
6. Recent advances and changing face of anatomy teaching and learning in medical education
- Author
-
Mathew Joseph and Brijendra Singh
- Subjects
anatomy learning ,problem-based learning ,virtual dissection ,3d model ,you tube learning ,Human anatomy ,QM1-695 - Abstract
Background A sound knowledge of human anatomy is a maj’or requirement for being a good physician or a practicing surgeon. Despite digitalization and modernization of education sector, traditional cadaveric dissection still occupies the leadership of anatomy education. It is becoming an untold truth that no modern technologies such as virtual dissection or 3D model printing could replace cadaveric dissection in its way of teaching students. Methods Recent research studies on modern anatomical teaching methods for medical and non-medical students and their influences are reviewed. Results Despite new technologies, traditional cadaveric dissection helps students to acquire more practical knowledge and still occupies prior position on its way.
- Published
- 2019
- Full Text
- View/download PDF
7. A classical model of educational cooperation in Human Anatomy: the Table Leaders.
- Author
-
Pinto-Souza, A. R. W., Pérez-Arana, G., Firetto-Saladino, C., Carrasco-Molinillo, C., Ribelles-García, A., Prada-Oliveira, J. A., and Ribelles-Garcia, A
- Subjects
ANATOMY ,COOPERATIVENESS ,EDUCATIONAL tests & measurements ,HUMAN anatomical models - Abstract
This project has been developed for many years in the Human Anatomy courses.Its good outcomes have been confirmed by years of evidence of excellent resultsobtained through the learning of Human Anatomy. This method of teaching andlearning as one allows students who are taking Human Anatomy classes to receivepractical training in small groups and transmit it to their colleagues in the practicaltraining established in the Medical degree. Table Leaders feel rewarded as theylearn to speak in public, regularly transmitting the knowledge obtained, and byhaving to be up to date with their studies. These are all aspects that help, not onlythe Table Leaders process of learning, but also that of their colleagues, who seeclosely and carefully anatomical details that help them understand the subject.This method of supporting practical training is always under the supervision ofthe teacher who develops the practical classes. These Leaders used to pass thetest without additional problems. Thus the note was significantly increased versusthe class colleagues. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
8. Social media Facebook and You Tube usefulness in anatomy learning: experience at Sapienza University of Rome.
- Author
-
Relucenti, Michela, Alby, Francesca, Longo, Fatima, Miglietta, Selenia, Fatigante, Marilena, Familiari, Pietro, Zucchermaglio, Cristina, and Familiari, Giuseppe
- Subjects
- *
SOCIAL media in education , *SOCIAL media , *HUMAN anatomy , *ANATOMY , *MEDICAL personnel , *LEARNING , *DIGITAL natives - Abstract
Digital natives are growing up in a new media ecosystem, where the use of the net and social media is a daily practice. Even if there is a growing interest in the use of social media in university education, there is a paucity of outcome based, empirical studies assessing the impact of social media in medical education, in particular in the Human anatomy field. To facilitate human anatomy learning and teacher-student relation, a Sapienza university of Rome human anatomy teacher (HAT) created a professional Facebook profile (HATPFP) and a You Tube channel dedicated to human anatomy topics (HATYTC). In order to assess the usefulness of social media not only in human anatomy learning but also to get in touch with the human anatomy teacher, at the end of each course a survey was created than distributed to the students of health professions and medicine and surgery degree courses. Our data, the first referring to the Italian context, show a useful and positive opinion by most students on the use of social media Facebook and You Tube in the teaching of Human Anatomy. Although within the limits of an exploratory study, we have highlighted how social media can be an effective support for anatomy teaching by facilitating social interactions (in terms of time reduction, simplification, immediacy, less formality), improving learning (in terms of memorization and understanding of concepts: and notions of anatomy), and making students autonomous in their search for new knowledge of anatomy. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
9. PARTE II: SITUACIÓN DE LAS UNIVERSIDADES ARGENTINAS Y LATINOAMERICANAS EN RELACIÓN AL MATERIAL CADAVÉRICO PARA LA ENSEÑANZA DE LA ANATOMÍA.
- Author
-
Biasutto, Susana N., Stern, Jack, Thambi Dorai, C. R., Eid, Nabil, Cárdenas-Valenzuela, Julio, Prat, Guillermo D., Paredes Orué, Richar, Olivera, Eduardo, and David, Oscar P.
- Abstract
A wide spread invitation was distributed for this second part. We are publishing some generous contributions from relevant authors which hierarchized the Debate. Questions sent by Dr. Thambi Dorai were envied to all the participants in the initial Debate and their answers included in the current article. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
10. Does a functional prosection provide a more effective method of learning the anatomy of the forearm and hand than a 3D online anatomy resource?
- Author
-
Michael JH Smith and Tracey Wilkinson
- Subjects
Anatomy ,anatomy learning ,prosection ,3D online resource ,anatomy quiz ,crossover study ,Special aspects of education ,LC8-6691 ,Medicine - Abstract
Recent changes to anatomy education across UK medical schools are thought to be contributing towards a lower proficiency in anatomical expertise amongst students. The introduction of alternative learning methods may help to overcome this. Prosections and 3D online anatomy resources are both used as alternative methods for learning anatomy, but it is not clear which of these methods provides a better outcome. The aim of this study was to compare students' learning of the anatomy of the hand and forearm using a functional Thiel prosection or a 3D online resource to see which method was associated with a better outcome on an anatomy quiz. The secondary aim was to see which of these methods was preferred by students. A cohort of 37 medical students at the University of Dundee participated in this crossover study. Group A learnt about the anterior compartment of the hand and forearm using the prosection followed by taking an appropriate quiz. They then used the 3D online resource to learn about the posterior compartment before again completing a relevant quiz. Group B carried out the study in reverse, using the prosection to learn about the posterior compartment and the 3D online resource to learn about the anterior compartment, each followed by completing the relevant quiz. All participants then completed a questionnaire about each of the learning methods. The results showed no significant difference in quiz performance after using the Thiel prosection compared to using the 3D online resource (p>0.05). Feedback from questionnaires suggested that the majority of participants preferred using the prosection to learn functional anatomy. Limitations of this study include the small sample size and the type of assessment method used. The results of this study were inconclusive and further studies are required to determine which resource is a better tool for learning anatomy.
- Published
- 2018
11. SITUACIÓN DE LAS UNIVERSIDADES ARGENTINAS Y LATINOAMERICANAS EN RELACIÓN AL MATERIAL CADAVÉRICO PARA LA ENSEÑANZA DE LA ANATOMÍA.
- Author
-
Biasutto, Susana N., Cárdenas-Valenzuela, Julio, Prat, Guillermo D., Romero-Reverón, Rafael, Medina Ruíz, Blas A., Tamayo, Sergio, Orué, Richar Paredes, Neto, João L. Toledo, Altamirano, Jamnyce, Acuña, Luis E. Ballesteros, de Vargas, Elia del C. Martino, Olivera, Eduardo, Grgicevic, Gustavo F., Amer, Mariano A. R., David, Oscar P., and Garategui, Lucas
- Abstract
Authors are a group of professors of Anatomy we considered to be representative of argentine and latinamerican reality, who will expose their university situation in relation to the use of cadaveric material for teaching in Anatomy. Some of the treated topics are the importance of dissection and dissected material for teaching and learning, bodies availability, their origin and if their universities have programs for body procurement and donation. Readers will certainly identify some common aspects and some notorious differences. The Debate objective is to get information on the reality of countries with similar idiosyncracy, to learn on other's positive and negative experiences, and to propitiate the development in this topic in which Argentina and Latin-America are delayed. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
12. Application of case discussions to improve anatomy learning in Syria
- Author
-
Mohammad Ayman Sabbagh
- Subjects
anatomy learning ,anatomy teaching ,case discussion ,medical students ,problem-assisted learning ,problem-based learning ,Medicine - Abstract
Aims: Designing a new approach for learning gross anatomy to improve students′ motivation to study anatomy and to enable them to learn independently through case discussion. Materials and Methods: The study included newly registered students in the first academic year. The total number of students was 165, who were divided by alphabetical order into 15 groups of 11 students. Each group was led by one faculty member and each faculty member lead 3 groups. Each group met twice a week for 2 weeks to discuss one case related to the upper limb anatomy. Students took pre- and posttests and completed an opinion questionnaire about the case discussions. Results: The pretest score shows that 20% of the students received grades of 60% or above and that 80% received grades less than 60%. The posttest showed that 45% of the students received grades of 60% or above and that 55% received grades less than 60%. There was a significant difference between the pre- and posttest for grades 60% (P = 0.0023). In addition, 17% of students achieved the same results (less than 60%) in both the pre- and posttests. The questionnaire revealed that all students stated that the discussion method was useful in their learning process, helped them to increase their motivation to study anatomy (85%), know the usefulness of studying anatomy (84%), and understand the problems (91%). Conclusions: The implementation of the case discussion in teaching anatomy can increase the students′ understanding and motivate them to learn.
- Published
- 2013
- Full Text
- View/download PDF
13. ANATOMICAL KNOWLEDGE AND DIAGNOSTIC IMAGES IN MEDICAL EDUCATION. EL CONOCIMIENTO ANATÓMICO Y LAS IMÁGENES DIAGNÓSTICAS EN LA ENSEÑANZA DE LA MEDICINA
- Author
-
Susana N Biasutto
- Subjects
anatomy learning ,diagnostic images learning ,medicine curriculum ,aprendizaje de Anatomía ,aprendizaje de imágenes diagnósticas ,curriculum de Medicina ,Medicine ,Pathology ,RB1-214 - Abstract
La importancia del conocimiento anatómico para la interpretación de las imágenes diagnósticas es reconocida y aceptada. El desarrollo tecnológico basado en tomografía axial computada y resonancia magnética nuclear han incrementado los requerimientos. En nuestra Facultad, el curso de Anatomía incluye la identificación de estructuras anatómicas normales. Intentamos demostrar los resultados a largo plazo de este cambio curricular. Este estudio consideró dos grupos: A) 274 estudiantes de primer año, B) 100 médicos recientemente graduados. Ambos grupos fueron evaluados con un cuestionario sobre las mismas tomografía axial computada y resonancia magnética nuclear. En el grupo A, el 13% de los estudiantes respondió correctamente, mientras que nadie lo hizo así en el grupo B. Dos por ciento del grupo A dieron respuestas erróneas a todas las preguntas, mientras que ascendió al 26% en el grupo B. El promedio de respuestas correctas fue de 60% en el grupo A y de 45% en el B. El grupo B se subdividió en B1) aquellos graduados que estudiaron anatomía con imágenes diagnósticas y B2) quienes no lo hicieron. Las respuestas correctas del grupo B1 fue 66% y del grupo B2, 40%. Estos resultados muestran la significación del conocimiento anatómico para la identificación de las diferentes estructuras en imágenes diagnósticas. Mientras los estudiantes desarrollaban el curso de Anatomía la identificación fue más sencilla, y resultó más compleja cuando transcurrió el tiempo. Sin embargo, los resultados fueron mejores en aquellos graduados que cursaron con identificación de estructuras anatómicas en imágenes diagnósticas que en aquellos que no lo hicieron. The importance of anatomical knowledge for the comprehensive understanding of the diagnostic images is well known and accepted. Development of new techniques, based on computerized tomography and magnetic resonance have increased the requisite core knowledge. In our Faculty, the course of Anatomy includes the identification of normal anatomical structures in diagnostic images. We intend to demonstrate the long-term results provided by this curricular change. This study considered the following two groups: A) 274 first year medical students, B) 100 recently graduated physicians. Both groups were evaluated on their comprehension of computed tomography and magnetic resonance. In group A, 13% of the students answered all questions correctly; while 0% did in group B. Two per cent of the people in group A incorrectly answered all the questions; this percentage rose to 26% in group B. The average of correct answers in group A was 60%, while it was 45% in group B. Group B was further subdivided into B1) those graduates that studied anatomy with diagnostic images and B2) those who did not. Group B1 answered correctly on 66% of questions and group B2’s correct responses were at 40%.These results showed the significance of anatomical knowledge necessary to identify the different structures in diagnostic images. Students scored better on this evaluation instrument when they were taking Anatomy, as compared to graduates who were further removed from the content. However, results were better for those graduates that had taken an anatomy course identifying the anatomical structures in the diagnostic images, than those who did not.
- Published
- 2016
- Full Text
- View/download PDF
14. A Review of the Outcomes of the Implementation of Case-Based Anatomy Learning
- Author
-
Aristeidis H. Zibis, Vasileios Mitrousias, Konstantinos Banios, Vasileios Raoulis, Apostolos Fyllos, and Dimitrios Chytas
- Subjects
case-based learning ,medicine.medical_specialty ,business.industry ,anatomy teaching ,education ,anatomy learning ,review ,General Engineering ,Medical Education ,Medicine ,Medical physics ,Anatomy ,anatomy education ,business - Abstract
Purpose: Clinically-oriented anatomy education has been proposed as an effective strategy in anatomy curricula. We aimed to explore the level of extent the literature supports the fact that case-based learning (CBL) can play a significant role in anatomy education. Materials and methods: We searched PubMed, Scopus, Education Resources Information Center (ERIC), and Cochrane database to find articles with the purpose to explore the educational outcomes of case-based anatomy learning. We extracted from each paper authors, type of study (comparative or not), number of participants, level of outcome according to the Kirkpatrick hierarchy, outcomes of CBL concerning the acquisition of anatomical knowledge, and the participants’ perceived enjoyment, motivation, and aid to anatomy learning. Results: Nine articles were included. Three of them evaluated the acquisition of anatomical knowledge, while six papers evaluated the participants’ perceptions. All studies showed positive outcomes regarding the students’ anatomy examination performances, reported confidence, enjoyment, motivation, and ability of CBL to facilitate anatomy learning. Conclusion: Although the existing research has mainly evaluated students’ perceptions, the outcomes of CBL in anatomy education encourage more extensive use of this method in anatomy curricula. Further research is expected to shed more light on the role that CBL can play in modern anatomy education and to clarify if it can replace or supplement didactic teaching.
- Published
- 2021
15. Online Learning Modules in Anatomical Sciences: Effective Sources for Continued Learning for Medical Undergraduates During the Unprecedent COVID-19 Pandemic
- Author
-
Viveka, Srinivasan, Pushpa, Nagavalli Basavanna, Ravi, Kumar Satish, Viveka, Srinivasan, Pushpa, Nagavalli Basavanna, and Ravi, Kumar Satish
- Abstract
Introduction. During the COVID-19 pandemic-induced lockdown, the selection of simple and authentic online material among plethora of web content is difficult for both students and teachers. This forces students and teachers to explore various avenues of learning. The objective of this research was to evaluate free open-access anatomy e-learning resources in accordance with required standard learning outcomes for medical students. Methods. During February 2021, an extensive search for online modules for learning anatomy across six Massive Open Online Courses, including edX, Coursera, Udemy, Khan Academy, Canvas and FutureLearn, along with Google and YouTube was conducted. Courses or modules on e-learning platforms, YouTube channels, standalone videos, anatomy atlases, 3D models were considered as learning resources and evaluated. Online materials were classified as structured learning resources if they had a defined syllabus, time duration and instructional design. Resources lacking these characteristics were considered as unstructured ones. Results. Twenty structured learning courses were identified on the Udemy (6 courses), Coursera (3 courses), edX (2 courses), FutureLearn and Khan academy platforms. Learning resources available through Swayam Prabha were aligned with the defined syllabus and video lectures. The content hosted within Clinical Anatomy, Medvizz and Kenhub was eye-catching. Thirty-two YouTube channels offering standalone learning material were identified. Seven resource materials, other than YouTube channels, offered anatomy learning material in the form of charts and tables. Four websites noted to have 3D interactive learning content regarding gross anatomy. Conclusions. During the pandemic-induced lockdown, the list presented in the study may act as guide in selection of the simplest and best materials for those teaching and learning anatomy in medical undergraduate courses. However, in most cases, there is no alignment with standard learning outco
- Published
- 2021
16. A classical model of educational cooperation in Human Anatomy: the Table Leaders
- Author
-
JA Prada-Oliveira, C Firetto-Saladino, A R W Pinto-Souza, Antonio Ribelles-García, Carmen Carrasco-Molinillo, Gonzalo Perez-Arana, and Anatomía y Embriología Humana
- Subjects
Models, Anatomic ,Class (computer programming) ,Histology ,Process (engineering) ,Teaching method ,education ,anatomy learning ,peer-teaching ,human anatomy ,Human anatomy ,Mathematics education ,Humans ,Table (database) ,Educational Measurement ,Cooperative Behavior ,Anatomy ,medical education ,Psychology ,Peer teaching - Abstract
This project has been developed for many years in the Human Anatomy courses. Its good outcomes have been confirmed by years of evidence of excellent results obtained through the learning of Human Anatomy. This method of teaching and learning as one allows students who are taking Human Anatomy classes to receive practical training in small groups and transmit it to their colleagues in the practical training established in the Medical degree. Table Leaders feel rewarded as they learn to speak in public, regularly transmitting the knowledge obtained, and by having to be up to date with their studies. These are all aspects that help, not only the Table Leaders process of learning, but also that of their colleagues, who see closely and carefully anatomical details that help them understand the subject. This method of supporting practical training is always under the supervision of the teacher who develops the practical classes. These Leaders used to pass the test without additional problems. Thus the note was significantly increased versus the class colleagues.
- Published
- 2019
17. El aprendizaje colaborativo como herramienta en la enseñanza de la Anatomía Humana
- Author
-
Campos, Sarah Lima, Borges , Ana Kleiber Pessoa, Aversi-Ferreira, Tales Alexandre, Silva, Andressa Diúlia Dantas da, Campos, Aline Lima, Abreu, Tainá de, and Silva, Walesca Rodrigues
- Subjects
Ensenãnza ,Anatomy learning ,Ensino de anatomia ,Aprendizaje colaborativo ,Aprendizagem colaborativa ,Anatomía humana ,Teaching ,Aprendizaje de anatomia ,Collaborative learning ,Enseñanza de la anatomía ,Human anatomy ,Aprendizagem em anatomia ,Anatomia humana ,Anatomy teaching ,Ensino - Abstract
Anatomical knowledge is essential for health professionals, although this discipline presents low performances in relation to the teaching and learning process. Thus, this research aimed to propose the use of collaborative learning as a tool to aid anatomy learning. The method was applied in the form of monitoring for students of the Nutrition and Nursing courses at the Federal University of Tocantins (UFT), campus of Palmas-TO. The students were divided into two groups, A and B, one group was responsible for addressing the theoretical content and the other for explaining and conducting the practical content, with rotation of these assignments. The effectiveness of the method was assessed by means of a questionnaire that used the Likert scale and analysis of the students' performance, through the notes diary of the discipline. To synthesize the results, the Tukey test was applied. It was observed that 95% of the participants after participating in the methodology stated that they had obtained a positive evolution in relation to the learning of human anatomy and recommended the application of the method in other disciplines. As the group of students participating in the collaborative methodology presented results above the average and the group of non-participating students, with HSD (Honestly Significant Difference) of 5%. In view of the great challenges faced in the teaching of anatomy, the encouragement to perform monitoring in a collaborative way can be a tool to assist in teaching strategies. El conocimiento anatómico es fundamental para los profesionales de la salud, aunque esta disciplina presenta bajos rendimientos en relación al proceso de enseñanza y aprendizaje. Por lo tanto, esta investigación tuvo como objetivo proponer el uso del aprendizaje colaborativo como una herramienta para ayudar al aprendizaje de la anatomía. El método se aplicó en forma de seguimiento a estudiantes de los cursos de Nutrición y Enfermería de la Universidad Federal de Tocantins (UFT), campus de Palmas-TO. Los alumnos se dividieron en dos grupos, A y B, un grupo se encargaba de abordar los contenidos teóricos y el otro de explicar y conducir los contenidos prácticos, con rotación de estos trabajos. La efectividad del método se evaluó mediante un cuestionario que utilizó la escala Likert y el análisis del desempeño de los estudiantes, a través del diario de apuntes de la disciplina. Para sintetizar los resultados se aplicó la prueba de Tukey. Se observó que el 95% de los participantes luego de participar en la metodología manifestaron haber obtenido una evolución positiva en relación al aprendizaje de la anatomía humana y recomendaron la aplicación del método en otras disciplinas. Como el grupo de estudiantes participantes en la metodología colaborativa presentó resultados por encima de la media y el grupo de estudiantes no participantes, con HSD (Honestly Significant Difference) del 5%. En vista de los grandes desafíos que enfrenta la enseñanza de anatomía, el estímulo para realizar el monitoreo de manera colaborativa puede ser una herramienta para ayudar en las estrategias de enseñanza. Os conhecimentos anatômicos são imprescindíveis para o profissional da área de saúde, não obstante essa disciplina apresenta baixos desempenhos em relação ao processo de ensino e aprendizagem. Com isso esta pesquisa teve por objetivo propor o uso da aprendizagem colaborativa como ferramenta de auxílio ao aprendizado de anatomia. O método foi aplicado na forma de monitorias para os discentes dos cursos de Nutrição e Enfermagem da Universidade Federal do Tocantins (UFT), campus de Palmas-TO. Os discentes foram divididos em dois grupos, A e B, um grupo era responsável por abordar o conteúdo teórico e o outro pela explanação e condução do conteúdo prático, havendo rodízio destas atribuições. A eficácia do método foi avaliada por meio de questionário que empregou a escala de Likert e análise do rendimento dos discentes, através do diário de notas da disciplina. Para síntese dos resultados foi aplicado o Teste de Tukey. Observou-se que 95% dos participantes após a participação da metodologia afirmaram ter obtitido uma evolução positiva em relação ao aprendizado da anatomia humana e recomendaram a aplicação do método em outras disciplinas. Tendo o grupo de discentes participantes da metodologia colaborativa apresentado resultados superiores à média e ao grupo de discentes não participantes, com HSD (Diferença Honestamente Significativa) de 5%. Diante dos grandes desafios enfrentados no ensino de anatomia, o estímulo para execução da monitoria na forma colaborativa pode ser uma ferramenta para auxiliar nas estratégias de ensino.
- Published
- 2021
18. The Human Muscular Arm Avatar as an Interactive Visualization Tool in Learning Anatomy: Medical Students’ Perspectives
- Author
-
Onur Yilmaz, Ben Kei Daniel, Prashanna Khwaounjoo, Erdem Can Irmak, Niels Hammer, Yusuf Ozgur Cakmak, Daniel, Ben Kei/0000-0002-1173-8225, Yılmaz, Onur, Çakmak, Yusuf Özgür, Daniel, Ben Kei, Hammer, Niels, Irmak, Erdem Can, Khwaounjoo, Prashanna, and School of Medicine
- Subjects
Avatars ,Anatomy learning ,Computer science ,media_common.quotation_subject ,Usability ,Virtual reality ,embodied learning ,Education ,Tools ,data visualization and learning ,Perception ,Computer science, interdisciplinary applications ,Education and educational research ,usability study ,Interactive visualization ,virtual reality (VR) ,Avatar ,media_common ,business.industry ,Muscles ,General Engineering ,Body movement ,Anatomy ,augmented reality (AR) ,Cameras ,Thumb ,Augmented reality (AR) ,Data visualization and learning ,Digital learning tools ,Embodied cognition ,Embodied learning ,Usability study ,Virtual reality (VR) ,Computer Science Applications ,Visualization ,embodied cognition ,digital learning tools ,Augmented reality ,business - Abstract
The perception of body ownership creates a sense of embodiment, which can be a powerful learning tool. Embodied learning can occur by watching an individual's body movement and also via human-computer interactions, such as virtual reality (VR) and augmented reality (AR). In this article, we designed and implemented a novel virtual body-ownership AR/VR tool for human anatomy-the human muscular arm avatar (HMAA). HMAA utilizes embodiment-based body ownership to explore the human hand/forearm musculature. The HMAA was trialed with medical students to explore the extent to which it could be used to aid student learning. The key findings of the usability study suggest that 98% (N = 100) of students found the tool extremely useful; 83% reported that the tool allowed them to engage with the learning materials, peers, and content effectively. Also, 10% of students mentioned that the HMAA fostered an embodied learning experience. This triggered an intentional exploration of instances suggesting embodiment in the data. HMAA is believed to have allowed individuals to visualize and conceptualize abstract ideas that would have been otherwise challenging using static models. The outcomes of this article indicate the significant potential of body-ownership-based self-learning tools for anatomy. However, further studies using learning outcomes are needed to investigate the potential advantages of body-ownership-based tools compared to current learning techniques., University of Otago Teaching Development Grant
- Published
- 2020
19. Use of Vandenberg and Kuse Mental Rotation Test to Predict Practical Performance of Sinus Endoscopy.
- Author
-
Rogister, Florence, Pottier, Laurence, El Haddadi, Ilyas, Monseur, Justine, Donneau, Anne-Françoise, Diep, Anh Nguyet, Camby, Séverine, Defaweux, Valérie, Bonnet, Pierre, Tombu, Sophie, Lefebvre, Philippe, and Poirrier, Anne-Lise
- Subjects
- *
STATISTICS , *MEDICAL students , *HEALTH occupations students , *ENDOSCOPIC surgery , *MULTIVARIATE analysis , *COGNITION , *REGRESSION analysis , *LEARNING , *ENDOSCOPES , *DESCRIPTIVE statistics , *DATA analysis , *DATA analysis software , *ENDOSCOPY , *SPACE perception , *LONGITUDINAL method , *DEAD - Abstract
Objectives: The aim of this study was to assess the predictive value of the Vandenberg and Kuse Mental Rotation Test (MRT) on performance of novice medical students for manipulation of a nasal endoscope on a cadaveric model. Material and Method: We randomly selected 39 medical students who had never handled a nasal endoscope and subjected them to the MRT. General information including experience in manual, technical, or surgical activities and testing of anatomical knowledge were collected to exclude possible confounding factors. They were then asked to perform series of cadaveric model exercises using a nasal endoscope. Their cadaver performance was evaluated by 2 blinded observers, using a standardized scale. Results: We found that medical students with higher mental rotation skills had significantly increased endoscopic sinus performance (P =.0002 using multivariate regression adjusted for specialty choice, previous surgical exposure, and anatomy knowledge). Higher anatomy knowledge was also associated with better endoscopic sinus performance (P =.0141). Other parameters had no impact on endoscopic sinus performance measured by the endoscopic scale (P >.05). Conclusion: The score obtained on the MRT was correlated with the practical performance of manipulating the nasal endoscope in cadaver. It could therefore be a useful spatial ability tool for directing targeted training in rhinology. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
20. Online Learning Modules in Anatomical Sciences: Effective Sources for Continued Learning for Medical Undergraduates During the Unprecedent COVID-19 Pandemic
- Author
-
Kumar Satish Ravi, Nagavalli Basavanna Pushpa, and Srinivasan Viveka
- Subjects
Anatomy Learning ,E-learning (theory) ,Online Resources ,Interactive Learning ,Syllabus ,Resource (project management) ,online resources ,ComputingMilieux_COMPUTERSANDEDUCATION ,Youtube Channels ,Medicine ,Structured prediction ,e-learning ,Medical education ,Instructional design ,business.industry ,Structured Courses ,anatomy learning ,structured courses ,E-Learning ,Medical Education ,Gross anatomy ,youtube channels ,Web content ,medical education ,business - Abstract
Introduction. During the COVID-19 pandemic-induced lockdown, the selection of simple and authentic online material among plethora of web content is difficult for both students and teachers. This forces students and teachers to explore various avenues of learning. The objective of this research was to evaluate free open-access anatomy e-learning resources in accordance with required standard learning outcomes for medical students. Methods. During February 2021, an extensive search for online modules for learning anatomy across six Massive Open Online Courses, including edX, Coursera, Udemy, Khan Academy, Canvas and FutureLearn, along with Google and YouTube was conducted. Courses or modules on e-learning platforms, YouTube channels, standalone videos, anatomy atlases, 3D models were considered as learning resources and evaluated. Online materials were classified as structured learning resources if they had a defined syllabus, time duration and instructional design. Resources lacking these characteristics were considered as unstructured ones. Results. Twenty structured learning courses were identified on the Udemy (6 courses), Coursera (3 courses), edX (2 courses), FutureLearn and Khan academy platforms. Learning resources available through Swayam Prabha were aligned with the defined syllabus and video lectures. The content hosted within Clinical Anatomy, Medvizz and Kenhub was eye-catching. Thirty-two YouTube channels offering standalone learning material were identified. Seven resource materials, other than YouTube channels, offered anatomy learning material in the form of charts and tables. Four websites noted to have 3D interactive learning content regarding gross anatomy. Conclusions. During the pandemic-induced lockdown, the list presented in the study may act as guide in selection of the simplest and best materials for those teaching and learning anatomy in medical undergraduate courses. However, in most cases, there is no alignment with standard learning outcomes as defined by medical education regulatory authorities.
- Published
- 2021
- Full Text
- View/download PDF
21. Autopsy as a tool for learning gross anatomy during 1st year MBBS.
- Author
-
Goyal, Parmod Kumar, Gupta, Monika, and Kaur, Jaswinder
- Subjects
- *
AUTOPSY , *ANATOMY education , *MEDICAL students - Abstract
Introduction: Embalmed cadavers are the primary tool for teaching anatomy. However, difficulties are encountered due to changed color/texture of organs, hardening of tissues, and smell of formaldehyde. To overcome these difficulties, dissections on a fresh human body were shown to the 1st year MBBS students, and their perception was noted. Materials and Methods: After taking universal precautionary measures, postmortem dissections were shown to students on voluntary donated bodies in the dissection hall, in addition to the traditional teaching on embalmed cadavers. Feedback was taken from students and faculty regarding the utility of these sessions. Results: Better appreciation of texture, orientation, location, and relations of organs in fresh body, integration of teaching, awareness of the process and laws related to body donations were the outcomes of the study. However, the smell and sight of blood was felt to be nauseating by some students, and some students were worried about the spread of infectious diseases. Conclusions: Visualizing single fresh body dissection during 1st year professional MBBS is recommended either on medicolegal autopsy or on voluntarily-donated bodies. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
22. A Review of the Outcomes of the Implementation of Case-Based Anatomy Learning.
- Author
-
Chytas D, Mitrousias V, Raoulis V, Banios K, Fyllos A, and Zibis AH
- Abstract
Purpose: Clinically-oriented anatomy education has been proposed as an effective strategy in anatomy curricula. We aimed to explore the level of extent the literature supports the fact that case-based learning (CBL) can play a significant role in anatomy education., Materials and Methods: We searched PubMed, Scopus, Education Resources Information Center (ERIC), and Cochrane database to find articles with the purpose to explore the educational outcomes of case-based anatomy learning. We extracted from each paper authors, type of study (comparative or not), number of participants, level of outcome according to the Kirkpatrick hierarchy, outcomes of CBL concerning the acquisition of anatomical knowledge, and the participants' perceived enjoyment, motivation, and aid to anatomy learning., Results: Nine articles were included. Three of them evaluated the acquisition of anatomical knowledge, while six papers evaluated the participants' perceptions. All studies showed positive outcomes regarding the students' anatomy examination performances, reported confidence, enjoyment, motivation, and ability of CBL to facilitate anatomy learning., Conclusion: Although the existing research has mainly evaluated students' perceptions, the outcomes of CBL in anatomy education encourage more extensive use of this method in anatomy curricula. Further research is expected to shed more light on the role that CBL can play in modern anatomy education and to clarify if it can replace or supplement didactic teaching., Competing Interests: The authors have declared that no competing interests exist., (Copyright © 2021, Chytas et al.)
- Published
- 2021
- Full Text
- View/download PDF
23. Evaluating Acceptance of a Haptic Learning Resource from Various Perspectives
- Author
-
Andrew Fluck, Arthur Sale, Soonja Yeom, University of Tasmania [Hobart, Australia] (UTAS), Arthur Tatnall, Mary Webb, and TC 3
- Subjects
Learning resource ,Haptic interface ,Anatomy learning ,business.industry ,4. Education ,05 social sciences ,Applied psychology ,050301 education ,020207 software engineering ,Usability ,02 engineering and technology ,Learning achievement ,Phantom Omni ,Anatomy education ,Preference ,0202 electrical engineering, electronic engineering, information engineering ,ComputingMilieux_COMPUTERSANDEDUCATION ,Technology acceptance model ,[INFO]Computer Science [cs] ,business ,Psychology ,0503 education ,Haptic technology - Abstract
Part 2: Innovative Practices with Learning Technologies; International audience; The Technology Acceptance Model (TAM) was the basis of this study to investigate students’ acceptance of a haptic learning resource in anatomy education. Based on the two main elements, perceived ease of use and perceived usefulness of TAM, this study used additional elements such as gender, prior experiences with similar resources, learning preference modes, and enrolled undergraduate courses to investigate students’ learning achievement and acceptance. No significant differences were found between genders or enrolled courses in the acceptance of the system in terms of ‘ease of use’ and ‘usefulness’ of the system. Students with previous experience with 3D were more favourable to a haptic device, this was statistically significant (p = .025) for “would use” and they also scored higher on the associated quiz (p = .050, Mann-Whitney U test).
- Published
- 2017
24. Modélisation anatomique utilisateur-spécifique et animation temps-réel. Application à l’apprentissage de l’anatomie
- Author
-
Bauer, Armelle, Techniques de l'Ingénierie Médicale et de la Complexité - Informatique, Mathématiques et Applications, Grenoble - UMR 5525 (TIMC-IMAG), Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP )-VetAgro Sup - Institut national d'enseignement supérieur et de recherche en alimentation, santé animale, sciences agronomiques et de l'environnement (VAS)-Centre National de la Recherche Scientifique (CNRS)-Université Grenoble Alpes [2016-2019] (UGA [2016-2019]), Université Grenoble Alpes, Jocelyne Troccaz, Olivier Palombi, François Faure, STAR, ABES, Intuitive Modeling and Animation for Interactive Graphics & Narrative Environments (IMAGINE ), Inria Grenoble - Rhône-Alpes, Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National de Recherche en Informatique et en Automatique (Inria)-Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP )-Laboratoire Jean Kuntzmann (LJK ), Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP )-Institut National de Recherche en Informatique et en Automatique (Inria)-Centre National de la Recherche Scientifique (CNRS)-Université Grenoble Alpes [2016-2019] (UGA [2016-2019])-Centre National de la Recherche Scientifique (CNRS)-Université Grenoble Alpes [2016-2019] (UGA [2016-2019]), Ce travail n’aurait pu être mené à bien sans le support du LabEx PERSYVAL-Lab (ANR-11-LABX-0025-01), financé par le programme français « Investissement d’avenir »., Jocelyne TROCCAZ, François FAURE, Olivier PALOMBI, and ANR-11-LABX-0025,PERSYVAL-lab,Systemes et Algorithmes Pervasifs au confluent des mondes physique et numérique(2011)
- Subjects
3D Registration ,Anatomical augmented mirror ,Miroir anatomique interactif ,Anatomy learning ,Apprentissage de l'anatomie ,[INFO.INFO-SE] Computer Science [cs]/Software Engineering [cs.SE] ,Temps-réel ,Augmented reality ,[INFO.INFO-SE]Computer Science [cs]/Software Engineering [cs.SE] ,Real-Time ,Capture de mouvement ,Motion capture ,Réalité augmentée ,Recalage 3D - Abstract
To ease the complex task of anatomy learning, there exist many ways to represent and structure anatomy : illustrations, books, cadaver dissections and 3d models. However, it is difficult to understand and analyse anatomy motion, which is essential for medicine students. We present the "Living Book of Anatomy" (LBA), an original and innovative tool to learn anatomy. For a specific user, we superimpose a 3d anatomical model (skin, skeleton, muscles and visceras) onto the user’s color map and we animate it following the user’s movements. We present a real-time mirror-like augmented reality (AR) system. A Kinect is used to capturebody motions.The first innovation of our work is the identification of the user’s body measurements to register our 3d anatomical model. We propose two different methods to register anatomy.The first one is real-time and use affine transformations attached to rigid positioned on each joint given by the Kinect body tracking skeleton in order to deform the 3d anatomical model using skinning to fit the user’s measurements.The second method needs a few minutes to register the anatomy and is divided in 3 parts : skin deformation (using Kinect body tracking skeleton and the Kinect partial point cloud), with it and strict anatomical rules we register the skeleton. Lastly we deformm the soft tissues to completly fill the space inbetween the registered skeleton and skin.Secondly, we want to capture realistically and in real-time the user’s motion. To do that we need to reproduce anatomical structure motion but it is a complex task due to the noisy and often partial Kinect data. We propose here the use of anatomical rules concerning body articulations (angular limits and degrees of freedom) to constraint Kinect captured motion in order to obtain/gain plausible motions. a kalman filter is used to smooth the obtaiined motion capture.Lastly, to embed visual style and interaction, we use a full body reproduction to show general knowledge on human anatomy and its differents joints. We also use a lower-limb as structure of interest to higlight specific anatomical phenomenon, as muscular activity.All these tools have been integrated in a working system detailed in this thesis.We validated our tool/system by presenting it as a live demo during different conferences and through user studies done with students and professionnals from different backgrounds, La complexité de l’anatomie fait de son apprentissage une tâche difficile. Au fil des années, différents supports de connaissances ont vu le jour dans le but de représenter et structurer l’anatomie : des dessins au tableau, aux livres d’anatomie, en passant par l’étape incontournable de la dissection, et des travaux pratiques sur maquettes 3d. Il est néanmoins difficile d’appréhenderla dimension dynamique de l’anatomie avec les outils d’apprentissage conventionnels ; connaissance qui est pourtant essentielle à la formation des médecins. A travers ces travaux de thèse nous proposons un système original et innovant pour l’apprentissage de l’anatomie intitulé « Living Book of Anatomy » (LBA). L’idée étant, pour un utilisateur donné, de superposer à sa propre image une maquette anatomique 3d (peau, squelette, muscles et viscères) et del’animer en mimant les mouvements de celui-ci. Nous parlons ici d’une application temps-réel de type « miroir augmenté ». Nous utilisons la Kinect comme capteur de mouvement.Le premier défi à relever est l’identification de caractéristiques morphologiques qui nous permettront de recaler notre maquette anatomique 3d sur l’utilisateur. Nous proposons ici deux technologies interchangeables en fonction des besoins. La première méthode, temps-réel, est basée sur l’utilisation de transformations affines attachées entre les repères positionnés à chaque articulation du squelette donné par la Kinect pour déformer la maquette 3d à l’aide de poids de skinning prédéfinis. La seconde méthode, plus couteuse en temps (de l’ordre de quelques minutes), se découpe en trois parties : dans un premier temps nous déformons la peau à l’aide de la position des articulations du squelette d’animation Kinect et du nuage de pointpartiel de l’utilisateur ; à partir de cela et de règles anatomiques strictes nous déformons le squelette ; pour finir nous déformons les tissus mous pour qu’ils comblent l’espace entre le squelette et la peau. Le second défi concerne la capture réaliste et temps-réel des mouvements utilisateurs. Reproduire le comportement des structures anatomiques est une tâche complexe due aux informations Kinect souvent partielles et très bruitées. Nous proposons ici l’utilisation de règles anatomiques concernant les articulations du corps (axes de rotation et butées articulaires) pour contraindre les mouvements donnés par la Kinect et obtenir des mouvements réalistes. Pour obtenir des mouvements fluides nous nous proposons d’utiliser des filtrages, notamment le filtre de Kalman. Le dernier défi concerne la dominante de retour visuel et d’interaction.Lors de ces travaux nous nous sommes tout particulièrement intéressés à un renducorps complet pour montrer le fonctionnement général du corps humain et de ces différentes articulations. Nous avons également choisi le membre inférieur comme structure anatomique d’intérêt avec pour but la mise en avant de phénomènes anatomiques spécifiques, comme l’activité musculaire.Les différents éléments ont été intégrés dans un système opérationnel présenté en détails dans ce manuscrit de thèse. Grâce à des expérimentations - avec des étudiants et des professionnels de différents domaines - et la présentation de ces travaux sous forme de démonstrations lors de différents congrès, nous avons validé cet outil
- Published
- 2016
25. Autopsy as a tool for learning gross anatomy during 1(st) year MBBS
- Author
-
Parmod Kumar Goyal, Monika Gupta, and Jaswinder Kaur
- Subjects
0301 basic medicine ,medicine.medical_specialty ,Medical education ,Medicolegal autopsy ,020205 medical informatics ,Anatomy learning ,business.industry ,education ,embalmed cadavers ,Autopsy ,02 engineering and technology ,Surgery ,03 medical and health sciences ,Dissection ,autopsy ,0202 electrical engineering, electronic engineering, information engineering ,medicine ,Gross anatomy ,Original Article ,030101 anatomy & morphology ,business ,fresh body dissection - Abstract
Introduction: Embalmed cadavers are the primary tool for teaching anatomy. However, difficulties are encountered due to changed color/texture of organs, hardening of tissues, and smell of formaldehyde. To overcome these difficulties, dissections on a fresh human body were shown to the 1st year MBBS students, and their perception was noted. Materials and Methods: After taking universal precautionary measures, postmortem dissections were shown to students on voluntary donated bodies in the dissection hall, in addition to the traditional teaching on embalmed cadavers. Feedback was taken from students and faculty regarding the utility of these sessions. Results: Better appreciation of texture, orientation, location, and relations of organs in fresh body, integration of teaching, awareness of the process and laws related to body donations were the outcomes of the study. However, the smell and sight of blood was felt to be nauseating by some students, and some students were worried about the spread of infectious diseases. Conclusions: Visualizing single fresh body dissection during 1st year professional MBBS is recommended either on medicolegal autopsy or on voluntarily-donated bodies.
- Published
- 2016
26. Living Book of Anatomy Project: See your Insides in Motion!
- Author
-
Olivier Palombi, Jocelyne Troccaz, Ali-Hamadi Dicko, François Faure, Armelle Bauer, Techniques de l'Ingénierie Médicale et de la Complexité - Informatique, Mathématiques et Applications, Grenoble - UMR 5525 (TIMC-IMAG), Université Joseph Fourier - Grenoble 1 (UJF)-Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP )-VetAgro Sup - Institut national d'enseignement supérieur et de recherche en alimentation, santé animale, sciences agronomiques et de l'environnement (VAS)-Centre National de la Recherche Scientifique (CNRS), Intuitive Modeling and Animation for Interactive Graphics & Narrative Environments (IMAGINE), Inria Grenoble - Rhône-Alpes, Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National de Recherche en Informatique et en Automatique (Inria)-Laboratoire Jean Kuntzmann (LJK), Université Pierre Mendès France - Grenoble 2 (UPMF)-Université Joseph Fourier - Grenoble 1 (UJF)-Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP )-Centre National de la Recherche Scientifique (CNRS)-Université Pierre Mendès France - Grenoble 2 (UPMF)-Université Joseph Fourier - Grenoble 1 (UJF)-Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP )-Centre National de la Recherche Scientifique (CNRS), Laboratoire d'Anatomie des Alpes Françaises (LADAF), CHU Grenoble, Living Book of Anatomy, ANR-11-LABX-0025,PERSYVAL-lab,Systemes et Algorithmes Pervasifs au confluent des mondes physique et numérique(2011), European Project: 291184,EC:FP7:ERC,ERC-2011-ADG_20110209,EXPRESSIVE(2012), VetAgro Sup - Institut national d'enseignement supérieur et de recherche en alimentation, santé animale, sciences agronomiques et de l'environnement (VAS)-Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP )-Centre National de la Recherche Scientifique (CNRS)-Université Joseph Fourier - Grenoble 1 (UJF), Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP )-Laboratoire Jean Kuntzmann (LJK), Université Pierre Mendès France - Grenoble 2 (UPMF)-Université Joseph Fourier - Grenoble 1 (UJF)-Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP )-Centre National de la Recherche Scientifique (CNRS)-Université Pierre Mendès France - Grenoble 2 (UPMF)-Université Joseph Fourier - Grenoble 1 (UJF)-Centre National de la Recherche Scientifique (CNRS)-Inria Grenoble - Rhône-Alpes, and Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National de Recherche en Informatique et en Automatique (Inria)
- Subjects
0303 health sciences ,Computer science ,Anatomy Learning ,030303 biophysics ,ComputingMethodologies_IMAGEPROCESSINGANDCOMPUTERVISION ,020207 software engineering ,02 engineering and technology ,Anatomy ,[INFO.INFO-SE]Computer Science [cs]/Software Engineering [cs.SE] ,Augmented Human ,Motion (physics) ,GeneralLiterature_MISCELLANEOUS ,[INFO.INFO-GR]Computer Science [cs]/Graphics [cs.GR] ,Task (project management) ,03 medical and health sciences ,Embodiment ,InformationSystems_MODELSANDPRINCIPLES ,Motion Capture ,Human anatomy ,0202 electrical engineering, electronic engineering, information engineering ,Real-time ,ComputingMethodologies_COMPUTERGRAPHICS ,Augmented Reality (AR) - Abstract
International audience; The complexity of human anatomy makes learning and understanding it a difficult task.We present the Living Book of Anatomy (LBA) project, an augmented reality system for teaching anatomy. Using a Kinect, we superimpose our 3d highly-detailed anatomical model onto the user's color map and we animate it. By showing our work, we hope to have interesting feedback from Emerging Technologies attendees.See more at http://lba.inrialpes.fr/
- Published
- 2015
27. Practical guide to learn human heart anatomy on animal model
- Author
-
Trovato, Fm and Musumeci, Giuseppe
- Subjects
Anatomy learning ,Anatomy teaching ,Gross anatomy education - Published
- 2014
28. Kinect for interactive AR anatomy learning
- Author
-
Simon Weidert, Tobias Blum, Jens Waschke, Pascal Fallavollita, Christian Sandor, Ma Meng, Nassir Navab, Ulrich Eck, Meng, Ma, Fallavollita, Pascal, Blum, Tobias, Eck, Ulrich Jakob Horst, Sandor, Christian, Weidert, Simon, Waschke, Jens, Navab, Nassir, and 2013 IEEE International Symposium on Mixed and Augmented Reality Adelaide, South Australia 1-4 October 2013
- Subjects
Biomedical education ,Kinect ,business.industry ,Computer science ,anatomy learning ,ComputingMethodologies_IMAGEPROCESSINGANDCOMPUTERVISION ,General education ,Overlay ,Anatomy ,Human body ,augmented reality ,GeneralLiterature_MISCELLANEOUS ,Visualization ,Data visualization ,Magic mirror ,Computer vision ,Augmented reality ,Artificial intelligence ,business - Abstract
Education of anatomy is a challenging but crucial element in educating medical professionals, but also for general education of pupils. Our research group has previously developed a prototype of an Augmented Reality (AR) magic mirror which allows intuitive visualization of realistic anatomical information on the user. However, the current overlay is imprecise as the magic mirror depends on the skeleton output from Kinect. These imprecisions affect the quality of education and learning. Hence, together with clinicians we have defined bone landmarks which users can touch easily on their body while standing in front of the sensor. We demonstrate that these landmarks allow the proper deformation of medical data within the magic mirror and onto the human body, resulting in a more precise augmentation. Refereed/Peer-reviewed
- Published
- 2013
29. Does a functional prosection provide a more effective method of learning the anatomy of the forearm and hand than a 3D online anatomy resource?
- Author
-
Smith MJ and Wilkinson T
- Abstract
This article was migrated. The article was marked as recommended. Recent changes to anatomy education across UK medical schools are thought to be contributing towards a lower proficiency in anatomical expertise amongst students. The introduction of alternative learning methods may help to overcome this. Prosections and 3D online anatomy resources are both used as alternative methods for learning anatomy, but it is not clear which of these methods provides a better outcome. The aim of this study was to compare students' learning of the anatomy of the hand and forearm using a functional Thiel prosection or a 3D online resource to see which method was associated with a better outcome on an anatomy quiz. The secondary aim was to see which of these methods was preferred by students. A cohort of 37 medical students at the University of Dundee participated in this crossover study. Group A learnt about the anterior compartment of the hand and forearm using the prosection followed by taking an appropriate quiz. They then used the 3D online resource to learn about the posterior compartment before again completing a relevant quiz. Group B carried out the study in reverse, using the prosection to learn about the posterior compartment and the 3D online resource to learn about the anterior compartment, each followed by completing the relevant quiz. All participants then completed a questionnaire about each of the learning methods. The results showed no significant difference in quiz performance after using the Thiel prosection compared to using the 3D online resource (p>0.05). Feedback from questionnaires suggested that the majority of participants preferred using the prosection to learn functional anatomy. Limitations of this study include the small sample size and the type of assessment method used. The results of this study were inconclusive and further studies are required to determine which resource is a better tool for learning anatomy., (Copyright: © 2018 Smith MJ and Wilkinson T.)
- Published
- 2018
- Full Text
- View/download PDF
30. Autopsy as a tool for learning gross anatomy during 1(st) year MBBS.
- Author
-
Goyal PK, Gupta M, and Kaur J
- Abstract
Introduction: Embalmed cadavers are the primary tool for teaching anatomy. However, difficulties are encountered due to changed color/texture of organs, hardening of tissues, and smell of formaldehyde. To overcome these difficulties, dissections on a fresh human body were shown to the 1(st) year MBBS students, and their perception was noted., Materials and Methods: After taking universal precautionary measures, postmortem dissections were shown to students on voluntary donated bodies in the dissection hall, in addition to the traditional teaching on embalmed cadavers. Feedback was taken from students and faculty regarding the utility of these sessions., Results: Better appreciation of texture, orientation, location, and relations of organs in fresh body, integration of teaching, awareness of the process and laws related to body donations were the outcomes of the study. However, the smell and sight of blood was felt to be nauseating by some students, and some students were worried about the spread of infectious diseases., Conclusions: Visualizing single fresh body dissection during 1(st) year professional MBBS is recommended either on medicolegal autopsy or on voluntarily-donated bodies.
- Published
- 2016
- Full Text
- View/download PDF
31. Application of case discussions to improve anatomy learning in Syria.
- Author
-
Sabbagh MA
- Abstract
Aims: Designing a new approach for learning gross anatomy to improve students' motivation to study anatomy and to enable them to learn independently through case discussion., Materials and Methods: The study included newly registered students in the first academic year. The total number of students was 165, who were divided by alphabetical order into 15 groups of 11 students. Each group was led by one faculty member and each faculty member lead 3 groups. Each group met twice a week for 2 weeks to discuss one case related to the upper limb anatomy. Students took pre- and posttests and completed an opinion questionnaire about the case discussions., Results: The pretest score shows that 20% of the students received grades of 60% or above and that 80% received grades less than 60%. The posttest showed that 45% of the students received grades of 60% or above and that 55% received grades less than 60%. There was a significant difference between the pre- and posttest for grades <60% (P = 0.0000) and less significant for grades >60% (P = 0.0023). In addition, 17% of students achieved the same results (less than 60%) in both the pre- and posttests. The questionnaire revealed that all students stated that the discussion method was useful in their learning process, helped them to increase their motivation to study anatomy (85%), know the usefulness of studying anatomy (84%), and understand the problems (91%)., Conclusions: The implementation of the case discussion in teaching anatomy can increase the students' understanding and motivate them to learn.
- Published
- 2013
- Full Text
- View/download PDF
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.