75 results on '"anatomy learning"'
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2. Satisfaction of lecturers and undergraduate students of medical faculties in Indonesia towards online anatomy learning during COVID-19 pandemic.
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Liem, Isabella Kurnia, Fatril, Ayu Eka, and Husna, Firda Asma'ul
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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]
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- 2024
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3. AnatomyLab – Web Application for Romanian Medical Students to Learn the Human Body Anatomy
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Stanciu, Loredana, Faur, Elena, Albu, Adriana, Magjarević, Ratko, Series Editor, Ładyżyński, Piotr, Associate Editor, Ibrahim, Fatimah, Associate Editor, Lackovic, Igor, Associate Editor, Rock, Emilio Sacristan, Associate Editor, Costin, Hariton-Nicolae, editor, and Petroiu, Gladiola Gabriela, editor
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- 2024
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4. The combined effects of an anatomy program integrating drawing and gamification on basic psychological needs satisfaction among sport sciences students: Results of a natural experiment.
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Latre‐Navarro, Lorena, Quintas‐Hijós, Alejandro, and Sáez‐Bondía, María‐José
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According to self‐determination theory, the need for competence, autonomy, and relatedness has been associated with intrinsic motivation. Fulfilling basic psychological needs can lead to better learning, academic performance, and well‐being. In this study, an anatomy program integrated gamification and drawing methods to explore their influence on basic psychological needs satisfaction and potential learning implications. Basic psychological needs outcomes of sport sciences students were compared to test the effects of the Observe–Reflect–Draw–Edit–Repeat (ORDER) method and gamification (experimental condition) versus a non‐ORDER and non‐gamified program (control condition). These two different 30‐h (7‐week) anatomy education programs were implemented at two Spanish public universities with 116 first‐year sport sciences students. Pre and post‐treatment measurements were collected using the Basic Psychological Needs Satisfaction Scale. Statistical analyses included independent samples t‐tests, ANCOVAs, and factorial repeated measures ANOVAs 2 × 2 (time × treatment). The gamified ORDER program achieved higher satisfaction scores in basic psychological needs compared to the control group (t = 2.98, p = 0.004, d = 0.54). Additionally, an interaction effect between time and treatment was observed (p = 0.042, ηp2 = 0.038). Treatment and interaction effects were observed for 'autonomy' (p = 0.003, ηp2 = 0.074) and 'competence' satisfaction (p = 0.048, ηp2 = 0.035). A time effect was found for 'relatedness' in the control group, but no significant treatment or interaction effects were identified. The causes of these effects are debated in the study, as well as the limitations. These findings support the notion that students' basic psychological needs are better satisfied in anatomy education with the implementation of this multimethod educational intervention based on ORDER and gamification. [ABSTRACT FROM AUTHOR]
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- 2024
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5. Perceptions of italian medical students on human dissection and modern technology in anatomy learning.
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Bandiera, Pasquale, Sotgiu, Maria Alessandra, Mazzarello, Vittorio, Bulla, Antonio, Saderi, Laura, Montella, Andrea, and Moxham, Bernard John
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- *
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]
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- 2024
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6. Effects of tablet‐based drawing and paper‐based methods on medical students' learning of gross anatomy.
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Styn, Amelie, Scheiter, Katharina, Fischer, Martin R., Shiozawa, Thomas, Behrmann, Felix, Steffan, Adrian, Kugelmann, Daniela, and Berndt, Markus
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The way medical students learn anatomy is constantly evolving. Nowadays, technologies such as tablets support established learning methods like drawing. In this study, the effect of drawing on a tablet on medical students' anatomy learning was investigated compared to drawing or summarizing on paper. The quality of drawings or summaries was assessed as a measure of the quality of strategy implementation. Learning outcome was measured with an anatomy test, both immediately afterward and after 4–6 weeks to assess its sustainability. There were no significant group differences in learning outcome at both measurement points. For all groups, there was a significant medium strength correlation between the quality of the drawings or summaries and the learning outcome (p < 0.05). Further analysis revealed that the quality of strategy implementation moderated outcomes in the delayed test: When poorly implemented, drawing on a tablet (M = 48.81) was associated with lower learning outcome than drawing on paper (M = 58.95); The latter (M = 58.89) was related to higher learning outcome than writing summaries (M = 45.59). In case of high‐quality strategy implementation, drawing on a tablet (M = 60.98) outperformed drawing on paper (M = 52.67), which in turn was outperformed by writing summaries (M = 62.62). To conclude, drawing on a tablet serves as a viable alternative to paper‐based methods for learning anatomy if students can make adequate use of this strategy. Future research needs to identify how to support student drawing, for instance, by offering scaffolds with adaptive feedback to enhance learning. [ABSTRACT FROM AUTHOR]
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- 2023
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7. Anatomical theater or full digitization? Students' assessment and preferences in the field of anatomy teaching.
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Starszak K, Karaś R, Skalski A, Czarnecka-Chrebelska K, Lepich T, and Bajor G
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Background: For many years, teaching of anatomy has been based on traditional forms of teaching, but innovative solutions are currently being implemented on a large scale around the world. The COVID-19 pandemic and distance learning have influenced the development of new technologies in teaching., Materials and Methods: The study was conducted among medical students who studied anatomy in the year preceding the analysis when the restrictions related to the pandemic had been lifted. The questionnaire contained 10 questions with YES/NO answers and a modified 10-point Likert scale. The data was subjected to statistical analysis performed in R studio using the R programming language. 650 respondents were included in the analysis., Results: Students assessed the modernization of anatomy departments to be unsatisfactory - on a 10-point scale, the most common answer was 2 - the average was 2.69. At the same time, they assessed the accessibility of knowledge as acceptable - median 6, with an average of 5.58. 75.38% of respondents did not use virtual reality technology, 75.69% did not use a 3D printing. 92.5% did not work with a virtual anatomical table. The vast majority of students claim that new technologies will be useful in their future clinical practice., Conclusions: New technologies are still rarely used in the teaching of anatomy, despite an increasing availability of such solutions and the conviction of students about the validity of implementing innovations in their future clinical practice. It seems reasonable to enable cooperation between the traditional forms of learning and the modern ones.
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- 2024
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8. TEL Methods Used for the Learning of Clinical Neuroanatomy
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Elmansouri, Ahmad, Murray, Olivia, Hall, Samuel, Border, Scott, Crusio, Wim E., Series Editor, Dong, Haidong, Series Editor, Radeke, Heinfried H., Series Editor, Rezaei, Nima, Series Editor, Xiao, Junjie, Series Editor, and Rea, Paul M., editor
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- 2020
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9. STUDENTS’ PERCEPTION ON ANATOMY TEACHING METHODOLOGIES
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S K Nagar, Ojaswini Malukar, Dharti Kubavat, Vipul Prajapati, Dimple Ganatra, and Ajay Rathwa
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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.
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- 2022
10. Online Learning Modules in Anatomical Sciences: Effective Sources for Continued Learning for Medical Undergraduates During the Unprecedent COVID-19 Pandemic
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Srinivasan Viveka, Nagavalli Basavanna Pushpa, and Kumar Satish Ravi
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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.
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- 2021
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11. Recent advances and changing face of anatomy teaching and learning in medical education
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Mathew Joseph and Brijendra Singh
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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.
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- 2019
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12. Evaluating Acceptance of a Haptic Learning Resource from Various Perspectives
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Yeom, Soonja, Fluck, Andrew, Sale, Arthur, Rannenberg, Kai, Editor-in-chief, Sakarovitch, Jacques, Series editor, Goedicke, Michael, Series editor, Tatnall, Arthur, Series editor, Neuhold, Erich J., Series editor, Pras, Aiko, Series editor, Tröltzsch, Fredi, Series editor, Pries-Heje, Jan, Series editor, Whitehouse, Diane, Series editor, Reis, Ricardo, Series editor, Furnell, Steven, Series editor, Furbach, Ulrich, Series editor, Winckler, Marco, Series editor, Rauterberg, Matthias, Series editor, and Webb, Mary, editor
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- 2017
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13. Investigation of factors that influence the relationship between mental rotation ability and anatomy learning.
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Yousuf MS, Alsawareah A, Alhroub A, Albalawneh H, Ajhar O, Al Qassem M, and Daboul A
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- Male, Female, Humans, Pandemics, Educational Measurement, Learning, Students, Medical psychology, Education, Medical, Undergraduate methods
- Abstract
Background: Mental rotation is a cognitive process that involves the rotation of a mental representation of an object. This ability is important for medical students in studying anatomy as this subject requires the understanding of positional relations between organs., Objectives: To find the effect of video learning of anatomy, training, gender, and type of practical exam on mental rotation ability. Also, to find correlation between mental rotation and anatomy scores., Methods: Two groups were recruited: group A studied practical anatomy online using videos due to the COVID-19 pandemic lockdown; group B studied anatomy labs on-campus on plastic models. Both groups underwent a mental rotation test. Group A took labs on-campus during their second year and this was considered a training course for their mental rotation ability. Both groups, then, took a second mental rotation test. Group A was finally given a practical anatomy exam using plastic models., Results: Males scored higher than females, though not significantly. The intervention course produced no significant change in mental rotation score of group A. Mental rotation score was correlated more with the theoretical anatomy exams than the MCQ-based practical exam, for both groups. For group A, mental rotation was better correlated with the model-based than the MCQ-based practical exam, especially the post-training score., Conclusion: For students to take full advantage of their mental rotation ability, not only their practical anatomy sessions but their practical anatomy exams should be on anatomical specimens and not just videos or images., (Copyright © 2023 Elsevier Masson SAS. All rights reserved.)
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- 2024
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14. Does spatial awareness training affect anatomy learning in medical students?
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Gonzales, Rene A., Ferns, Gordon, Vorstenbosch, Marc A. T. M., and Smith, Claire F.
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Spatial ability (SA) is the cognitive capacity to understand and mentally manipulate concepts of objects, remembering relationships among their parts and those of their surroundings. Spatial ability provides a learning advantage in science and may be useful in anatomy and technical skills in health care. This study aimed to assess the relationship between SA and anatomy scores in first‐ and second‐year medical students. The training sessions focused on the analysis of the spatial component of objects' structure and their interaction as applied to medicine; SA was tested using the Visualization of Rotation (ROT) test. The intervention group (n = 29) received training and their pre‐ and post‐training scores for the SA tests were compared to a control group (n = 75). Both groups improved their mean scores in the follow‐up SA test (P < 0.010). There was no significant difference in SA scores between the groups for either SA test (P = 0.31, P = 0.90). The SA scores for female students were significantly lower than for male students, both at baseline and follow‐up (P < 0.010). Anatomy training and assessment were administered by the anatomy department of the medical school, and examination scores were not significantly different between the two groups post‐intervention (P = 0.33). However, participants with scores in the bottom quartile for SA performed worse in the anatomy questions (P < 0.001). Spatial awareness training did not improve SA or anatomy scores; however, SA may identify students who may benefit from additional academic support. [ABSTRACT FROM AUTHOR]
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- 2020
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15. The Human Muscular Arm Avatar as an Interactive Visualization Tool in Learning Anatomy: Medical Students’ Perspectives.
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Cakmak, Yusuf Ozgur, Daniel, Ben Kei, Hammer, Niels, Yilmaz, Onur, Irmak, Erdem Can, and Khwaounjoo, Prashanna
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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. [ABSTRACT FROM AUTHOR]
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- 2020
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16. Evaluation of the relationship between spatial abilities and anatomy learning.
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Aydin, Mustafa, Yilmaz, Mehmet Tuğrul, and fieker, Muzaffer
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- *
SPATIAL ability , *MEDICAL students , *HUMAN dissection , *ANATOMY , *LEARNING ability , *MENTAL rotation , *GENDER - Abstract
Objectives: The aim of this study was to examine the relationship between the spatial abilities of medical school students and their learning in anatomy. Methods: The spatial abilities of the 120 students (74 females, 46 males) were examined using Mental Rotation Test (MRT). The relationship between the mental rotation scores and the mean scores of their practical and theoretical anatomy examinations was determined in terms of gender. Results: The study revealed that mental rotation skills of female participants were lower than males; however, there was no significant difference in their exam (theoretical and practical anatomy examinations) scores in terms of gender. The spatial ability of the students had a low level significant effect on their anatomy scores, regarding practical applications. Conclusion: The results of the study revealed a significant relationship between students' spatial ability and their success in practical anatomy examinations. This suggests that improving spatial ability skills may have a significant contribution to practical anatomy learning and may be considered as a part of anatomy education. [ABSTRACT FROM AUTHOR]
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- 2020
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17. Interactive Mixed Reality for Muscle Structure and Function Learning
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Ma, Meng, Jutzi, Philipp, Bork, Felix, Seelbach, Ina, Heide, Anna Maria von der, Navab, Nassir, Fallavollita, Pascal, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Zheng, Guoyan, editor, Liao, Hongen, editor, Jannin, Pierre, editor, Cattin, Philippe, editor, and Lee, Su-Lin, editor
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- 2016
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18. Anatomy Learning
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Tatnall, Arthur, editor
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- 2020
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19. A classical model of educational cooperation in Human Anatomy: the Table Leaders.
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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
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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]
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- 2019
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20. Social media Facebook and You Tube usefulness in anatomy learning: experience at Sapienza University of Rome.
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Relucenti, Michela, Alby, Francesca, Longo, Fatima, Miglietta, Selenia, Fatigante, Marilena, Familiari, Pietro, Zucchermaglio, Cristina, and Familiari, Giuseppe
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- *
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]
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- 2019
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21. PARTE II: SITUACIÓN DE LAS UNIVERSIDADES ARGENTINAS Y LATINOAMERICANAS EN RELACIÓN AL MATERIAL CADAVÉRICO PARA LA ENSEÑANZA DE LA ANATOMÍA.
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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]
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- 2018
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22. Does a functional prosection provide a more effective method of learning the anatomy of the forearm and hand than a 3D online anatomy resource?
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Michael JH Smith and Tracey Wilkinson
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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.
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- 2018
23. SITUACIÓN DE LAS UNIVERSIDADES ARGENTINAS Y LATINOAMERICANAS EN RELACIÓN AL MATERIAL CADAVÉRICO PARA LA ENSEÑANZA DE LA ANATOMÍA.
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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
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24. Incorporation of team-based learning in the cadaveric anatomy laboratory: An overview.
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Chytas D, Noussios G, Paraskevas G, Demesticha T, Protogerou V, and Salmas M
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- Humans, Learning, Educational Measurement, Curriculum, Cadaver, Education, Medical, Undergraduate methods, Anatomy education, Students, Medical
- Abstract
Purpose: Team-based learning is a strategy which has resulted in positive outcomes concerning health professions education. We aimed to shed light on the role of this strategy when it is incorporated in the cadaveric anatomy laboratory., Methods: We explored PubMed, SCOPUS, ERIC and Cochrane databases for articles with purpose to investigate the educational outcomes of the integration of team-based learning in the cadaveric anatomy laboratory., Results: Six articles were eligible for inclusion. One of them assessed only participants' opinions about the educational intervention and five papers evaluated students' knowledge. Overall, the research showed significant improvement in students' examinations performance and significant superiority to control groups, as well as positive perceptions. There are limited data regarding the factors which may contribute to this success, but it seems that particularly the degree of teacher's involvement and competency needs to be further investigated., Conclusion: Anatomy educators may consider further adopting team-based learning to facilitate the achievement of the learning objectives of the cadaveric anatomy laboratory and increase the teaching potential of cadavers., (Copyright © 2022 Elsevier Masson SAS. All rights reserved.)
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- 2023
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25. Application of case discussions to improve anatomy learning in Syria
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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
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26. ANATOMICAL KNOWLEDGE AND DIAGNOSTIC IMAGES IN MEDICAL EDUCATION. EL CONOCIMIENTO ANATÓMICO Y LAS IMÁGENES DIAGNÓSTICAS EN LA ENSEÑANZA DE LA MEDICINA
- Author
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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
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- View/download PDF
27. A Review of the Outcomes of the Implementation of Case-Based Anatomy Learning
- Author
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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
28. Gestures-enhanced anatomy teaching: A literature review of an educational strategy with promising outcomes.
- Author
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Chytas D, Salmas M, Paraskevas G, Demesticha T, Kefaliakos A, Stavroulakis A, and Noussios G
- Subjects
- Humans, Educational Measurement, Teaching, Curriculum, Education, Medical, Undergraduate methods, Anatomy education, Students, Medical
- Abstract
Purpose: The educational use of gestures has resulted in positive outcomes in several fields. We performed a literature review to investigate the outcomes of the use of gestures to enhance the existing anatomy education methods., Methods: PubMed, SCOPUS, ERIC and Cochrane databases were searched for papers with purpose to investigate the outcomes of the use of gestures (either seeing or performing them or both) as adjuncts to existing anatomy education methods., Results: Six articles were included. Three studies comprised both seeing and performing gestures by the students, while the remaining three studies only comprised either seeing or performing gestures by the students. Most studies evaluated the acquisition of anatomical knowledge after the educational intervention and demonstrated that the addition of gestures resulted in significant benefit compared to control groups, while positive students' perceptions were recorded. It was not clarified whether seeing or performing gestures by the students leads to better educational outcomes., Conclusion: Gestures-enhanced anatomy education seems to be a promising teaching strategy, given that it has led to significantly increased acquisition of anatomical knowledge compared to no gestures-enhanced modalities. The addition of gestures to existing anatomy education modalities seems able to increase their potential without increasing their cost. Further research is needed to determine if seeing or performing gestures by the students is more effective., (Copyright © 2022 Elsevier Masson SAS. All rights reserved.)
- Published
- 2023
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29. Online Learning Modules in Anatomical Sciences: Effective Sources for Continued Learning for Medical Undergraduates During the Unprecedent COVID-19 Pandemic
- Author
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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
30. A classical model of educational cooperation in Human Anatomy: the Table Leaders
- Author
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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
31. El aprendizaje colaborativo como herramienta en la enseñanza de la Anatomía Humana
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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
32. Evaluation of the use of cadaveric computed tomography in anatomy education: An overview.
- Author
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Chytas D, Salmas M, Paraskevas G, Demesticha T, Skandalakis GP, Lazaridis N, Katsourakis A, and Noussios G
- Subjects
- Humans, Learning, Curriculum, Tomography, X-Ray Computed, Cadaver, Education, Medical, Undergraduate methods, Anatomy education, Students, Medical
- Abstract
Objective: We aimed to explore to what extent the literature supports that the use of cadaveric computed tomography can play an important role in anatomy education., Materials and Methods: PubMed, SCOPUS, Education Resources Information Center and Cochrane Databases were searched for papers with purpose to explore the outcomes of the use of cadaveric computed tomography scans in anatomy education. The following data were obtained from each paper: authors, number of participants, type of study (comparative or not), level of outcome according to Kirkpatrick hierarchy, possible evaluation of statistical significance, acquisition of anatomical knowledge after the educational intervention and perceptions about the effectiveness of this intervention in anatomy learning., Results: Seven articles were included. Four of them evaluated students' knowledge after the use of cadaveric computed tomography scans in anatomy education and three papers evaluated only students' perceptions. Generally, the outcomes, which mainly concerned students' perceptions, were positive, while it was showed that students' academic performance may also be improved., Conclusions: The outcomes of the use of cadaveric computed tomography scans in anatomy education encourage the implementation of this teaching modality in anatomy curricula. Further research, including comparative studies with evaluation of acquisition of students' knowledge, is needed to show if cadaveric computed tomography will be proved a remarkable supportive tool in anatomy educators' hands., (Copyright © 2021 Elsevier Masson SAS. All rights reserved.)
- Published
- 2022
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33. Practical training on porcine hearts enhances students’ knowledge of human cardiac anatomy.
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Musumeci, Giuseppe, Loreto, Carla, Mazzone, Venera, Szychlinska, Marta Anna, Castrogiovanni, Paola, and Castorina, Sergio
- Subjects
MEDICAL students ,HEART anatomy ,TEACHING methods ,HEALTH education ,DEAD ,EXPERIMENTAL groups - Abstract
Summary: Historically, cadavers have been used for the study of anatomy. Nowadays, the territorial and legal limitations of this approach have led to the introduction of alternative teaching methods such as the use of practical exercise consisting of dissection and observation of animal organs. The aim of this study was to evaluate the use of practical training on animal organs compared with the traditional method of anatomy teaching, based on the dissection of human cadavers. In this study, we seek to demonstrate the usefulness of practical exercise on animal organs. This practical training was held a week after the series of lectures, thus leaving time for the students to learn and understand the topics discussed. Immediately after the lecture, all of the students completed a preliminary test to assess the immediate effect of the lecture. Immediately before the practical exercise, both control and experimental groups completed a second test to assess the effectiveness of personal study. Immediately after practical training, a third test was completed by the experimental group and the control group (no practical activity on animal organs) to highlight the added value of hands-on practice in addition to the lecture. Data obtained from statistical analysis showed a p <0.05 (control group vs. experimental group) only for the third test as expected, highlighting significant differences in anatomy learning between control and experimental groups. Thus, the results of this study emphasize the utility of practical training on animal organs in learning and understanding anatomy, considering the limitations of the use of cadavers. [Copyright &y& Elsevier]
- Published
- 2014
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34. The Human Muscular Arm Avatar as an Interactive Visualization Tool in Learning Anatomy: Medical Students’ Perspectives
- Author
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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
35. Use of Vandenberg and Kuse Mental Rotation Test to Predict Practical Performance of Sinus Endoscopy.
- Author
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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
36. Online Learning Modules in Anatomical Sciences: Effective Sources for Continued Learning for Medical Undergraduates During the Unprecedent COVID-19 Pandemic
- Author
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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
37. Virtual and augmented reality in anatomy education: Need for comparison with other three-dimensional visualization methods.
- Author
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Skandalakis GP, Chytas D, Paraskevas G, Noussios G, Salmas M, and Fiska A
- Subjects
- Imaging, Three-Dimensional, Learning, Anatomy, Augmented Reality, Virtual Reality
- Published
- 2022
- Full Text
- View/download PDF
38. Autopsy as a tool for learning gross anatomy during 1st year MBBS.
- Author
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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
39. Getting a Handle on Learning Anatomy With Interactive Three-Dimensional Graphics.
- Author
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Stull, Andrew T., Hegarty, Mary, and Mayer, Richard E.
- Subjects
- *
LEARNER autonomy , *HUMAN anatomy education , *COMPUTER assisted instruction , *SPATIAL ability , *BONES , *PSYCHOLOGY of learning - Abstract
In 2 experiments, participants learned bone anatomy by using a handheld controller to rotate an on-screen 3-dimensional bone model. The on-screen bone either included orientation references, which consisted of visible lines marking its axes (orientation reference condition), or did not include such references (no- orientation reference condition). The learning task involved rotating the on-screen bone to match target orientations. Learning outcomes were assessed by asking participants to identify anatomical features from different orientations. On the learning task, the orientation reference group performed more accurately, directly, and quickly than did the control group, and high-spatial-ability individuals outperformed low-spatial-ability individuals. Assessments of anatomy learning indicated that under more challenging conditions, orientation references elevated learning by low-spatial-ability individuals to a level near that of high-spatial-ability individuals. The authors propose that orientation references assist this learning process by defining the object's main axes or providing distinguishable features. [ABSTRACT FROM AUTHOR]
- Published
- 2009
- Full Text
- View/download PDF
40. Outcomes of the implementation of game-based anatomy teaching approaches: An overview.
- Author
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Chytas D, Piagkou M, and Natsis K
- Subjects
- Humans, Teaching, Anatomy education, Learning
- Abstract
Objective: We aimed to investigate to what extent the literature supports that game-based learning (gamification) could play a significant role in anatomy education., Materials and Methods: PubMed, Education Resources Information Center and Cochrane Databases were searched for papers with purpose to investigate the educational outcomes of game-based anatomy learning. We extracted from each paper the number of participants, type of study (comparative or not), level of evidence according to Kirkpatrick hierarchy, possible evaluation of statistical significance, method which was implemented, academic performance of participants after the educational intervention, perceptions about the effectiveness of game-based approach and its impact on motivation to learn., Results: Eight papers were included. Six of them were comparative, comprised assessment of students' examinations results and showed that those results were generally improved after exposure to game-based methods, in comparison with non-game-based ones. There is lack of evidence that the intensity of competition is correlated with the educational outcomes and that game-based approaches motivate students to a greater extent in comparison with other teaching methods., Conclusion: Game-based methods could obtain a remarkable supplemental role in the blended learning approach, which is applied by anatomy educators. Further research is needed to shed light on the characteristics of game-based methods which are more useful and should be adopted., (Copyright © 2021 Elsevier Masson SAS. All rights reserved.)
- Published
- 2022
- Full Text
- View/download PDF
41. A Review of the Outcomes of the Implementation of Case-Based Anatomy Learning.
- Author
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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.)
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- 2021
- Full Text
- View/download PDF
42. Evaluating Acceptance of a Haptic Learning Resource from Various Perspectives
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Andrew Fluck, Arthur Sale, Soonja Yeom, University of Tasmania [Hobart, Australia] (UTAS), Arthur Tatnall, Mary Webb, and TC 3
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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
43. Practical training on porcine hearts enhances students’ knowledge of human cardiac anatomy
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Paola Castrogiovanni, Marta Anna Szychlinska, Sergio Castorina, Giuseppe Musumeci, Carla Loreto, and Venera Mazzone
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Male ,Histology ,Tissue Fixation ,Anatomy learning ,Swine ,Cardiac anatomy ,Teaching method ,education ,Resident anatomy education ,Anatomy dissection ,Gross anatomy education ,Young Adult ,Animals ,Humans ,Medicine ,Statistical analysis ,Human cadaver ,Medical education ,Anatomy teaching ,Undergraduate anatomy medical education ,business.industry ,Dissection ,Heart ,General Medicine ,Surgical Instruments ,Animal Organs ,Test (assessment) ,Female ,Educational Measurement ,Anatomy ,business ,Pericardium ,Education, Medical, Undergraduate ,Developmental Biology - Abstract
Historically, cadavers have been used for the study of anatomy. Nowadays, the territorial and legal limitations of this approach have led to the introduction of alternative teaching methods such as the use of practical exercise consisting of dissection and observation of animal organs. The aim of this study was to evaluate the use of practical training on animal organs compared with the traditional method of anatomy teaching, based on the dissection of human cadavers. In this study, we seek to demonstrate the usefulness of practical exercise on animal organs. This practical training was held a week after the series of lectures, thus leaving time for the students to learn and understand the topics discussed. Immediately after the lecture, all of the students completed a preliminary test to assess the immediate effect of the lecture. Immediately before the practical exercise, both control and experimental groups completed a second test to assess the effectiveness of personal study. Immediately after practical training, a third test was completed by the experimental group and the control group (no practical activity on animal organs) to highlight the added value of hands-on practice in addition to the lecture. Data obtained from statistical analysis showed a p
- Published
- 2014
44. Modélisation anatomique utilisateur-spécifique et animation temps-réel. Application à l’apprentissage de l’anatomie
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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)
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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
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- 2016
45. Autopsy as a tool for learning gross anatomy during 1(st) year MBBS
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Parmod Kumar Goyal, Monika Gupta, and Jaswinder Kaur
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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.
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- 2016
46. Living Book of Anatomy Project: See your Insides in Motion!
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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
47. Interactive Visualization of Muscle Activity During Limb Movements: Towards Enhanced Anatomy Learning
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Bauer, Armelle, Paclet, Florent, Cahouet, Violaine, Dicko, Ali Hamadi, Palombi, Olivier, Faure, François, Troccaz, Jocelyne, Intuitive Modeling and Animation for Interactive Graphics & Narrative Environments (IMAGINE), 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, Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National de Recherche en Informatique et en Automatique (Inria), Techniques de l'Ingénierie Médicale et de la Complexité - Informatique, Mathématiques et Applications, Grenoble - UMR 5525 (TIMC-IMAG), 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), GIPSA - Signal et Automatique pour la surveillance, le diagnostic et la biomécanique (GIPSA-SAIGA), Département Automatique (GIPSA-DA), Grenoble Images Parole Signal Automatique (GIPSA-lab), Université Stendhal - Grenoble 3-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 Stendhal - Grenoble 3-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)-Grenoble Images Parole Signal Automatique (GIPSA-lab), Université Stendhal - Grenoble 3-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 Stendhal - Grenoble 3-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)-Département Images et Signal (GIPSA-DIS), Université Stendhal - Grenoble 3-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 Stendhal - Grenoble 3-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, Gestes Medico-chirurgicaux Assistés par Ordinateur (TIMC-IMAG-GMCAO), 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)-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), ANR-11-LABX-0025,PERSYVAL-lab,Systemes et Algorithmes Pervasifs au confluent des mondes physique et numérique(2011), 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), 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), Université Pierre Mendès France - Grenoble 2 (UPMF)-Université Stendhal - Grenoble 3-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 Stendhal - Grenoble 3-Université Joseph Fourier - Grenoble 1 (UJF)-Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP )-Centre National de la Recherche Scientifique (CNRS)-Grenoble Images Parole Signal Automatique (GIPSA-lab), Université Pierre Mendès France - Grenoble 2 (UPMF)-Université Stendhal - Grenoble 3-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 Stendhal - Grenoble 3-Université Joseph Fourier - Grenoble 1 (UJF)-Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP )-Centre National de la Recherche Scientifique (CNRS)-Département Images et Signal (GIPSA-DIS), Université Pierre Mendès France - Grenoble 2 (UPMF)-Université Stendhal - Grenoble 3-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 Stendhal - Grenoble 3-Université Joseph Fourier - Grenoble 1 (UJF)-Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP )-Centre National de la Recherche Scientifique (CNRS), and 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)-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)
- Subjects
Embodiment ,Augmented Reality ,Anatomy Learning ,Biomechanical Simulation ,ComputingMethodologies_IMAGEPROCESSINGANDCOMPUTERVISION ,[SDV.IB]Life Sciences [q-bio]/Bioengineering ,[INFO.INFO-SE]Computer Science [cs]/Software Engineering [cs.SE] ,Real-Time ,ComputingMethodologies_COMPUTERGRAPHICS ,Motion Capture and Reconstruction - Abstract
International audience; We propose a framework to investigate a new way to learn musculoskeletal anatomical kinetics using interactive motion capture and visualization. It can be used to facilitate the learning of anatomy by medicine and sports students, and for the general public to discover human anatomy in action. We illustrate our approach using the example of knee flexion and extension by visualizing the knee muscle activation prediction with agonist and antagonist co-contraction. Muscle activation data for specified movements is first measured during a preliminary phase. The user is then tracked in real time, and its motion is analyzed to recognize the motion being performed. This is used to efficiently evaluate muscle activation by interpolating the activation data stored in tables. The visual feedback consists of a user-specific 3D avatar created by deforming a reference model and animated using the tracking. Muscle activation is visualized using colored lines of action or 3D meshes. This work was made possible by the collaboration of three complementary labs specialized in computer-aided medical intervention, computer graphics and biomechanics.
- Published
- 2014
48. Practical guide to learn human heart anatomy on animal model
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Trovato, Fm and Musumeci, Giuseppe
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Anatomy learning ,Anatomy teaching ,Gross anatomy education - Published
- 2014
49. Kinect for interactive AR anatomy learning
- Author
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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
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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
50. 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
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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
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