scholarly journals Teaching and learning innovation in present and future of human anatomy course at RSU

2017 ◽  
Vol 26 (2) ◽  
pp. 44
Author(s):  
Dzintra Kažoka ◽  
Māra Pilmane
Keyword(s):  
Foreign Students ◽  
Teaching And Learning ◽  
Human Anatomy ◽  
Educational Training ◽  
Positive Role ◽  
Medical Teaching ◽  
Additional Tool ◽  
Virtual Anatomy ◽  
Virtual Dissection ◽  
Teaching Learning

With the emerging presence of IT based technologies in medical education, virtual anatomy has become a part of medical teaching, learning and healthcare. Building on the foundation of strong basic sciences, teaching and learning, Rīga Stradiņš University (RSU) offers its students the Anatomage Table. The Department of Morphology enabled new possibilities and allowed students to learn anatomy through a high-quality and interactive 3D tool.The aim of this study was to investigate the usefulness of the Anatomage Table (Virtual Dissection Table) and overall satisfaction among students in the teaching and learning of Human Anatomy course at RSU.The sample included Latvian and Foreign students and several tutors from the Human Anatomy course in the period of 2016–2017. This study was conducted in a real practical class context and under actual learning conditions. The Anatomage Table was used in two or three semester courses for the students of the Faculty of Medicine and the Faculty of Dentistry. In practical classes the learning, comparison and students satisfaction were explored. At the end of each practical class, the tutor performed a discussion session with the students’ about increasing of their knowledge and success on the Human Anatomy study process.The majority of students felt that the Anatomage Table had a positive role and it was an additional tool in terms of their learning. Students also noted several advantages of using the Anatomage Table in the medical teaching, learning and healthcare. The results indicated that learning Human Anatomy can be significantly impacted with virtual anatomy. The use of virtual dissection technology seems to have a promising role in future educational training.

3D PRINTING TECHNOLOGY IN HUMAN ANATOMY MODERN TEACHING AND LEARNING

2019 ◽  
Vol 1 ◽  
pp. 234
Author(s):  
Dzintra Kazoka ◽  
Mara Pilmane
Keyword(s):  
3D Printing ◽  
Teaching And Learning ◽  
Three Dimensional ◽  
Human Anatomy ◽  
Anatomical Models ◽  
Printing Technology ◽  
3D Printing Technology ◽  
Medical Study ◽  
Study Process ◽  
Teaching Learning

There are various combinations of 3D printing technology and medical study process. The aim of this study was to summarize our first experience on 3D printing and outline how 3D printed models can be successfully used in Human Anatomy modern teaching and learning. In 2018 autumn semester, together with traditional methods, a three-dimensional (3D) printing has been introduced into Human Anatomy curriculum at Department of Morphology. In practical classes 39 groups of students from Faculty of Medicine 1st year together with 3 tutors used 3 different open source softwares to create anatomical models and prepared them for printing process. All anatomical models were produced using an FDM 3D printer, a Prusa i3 MK2 (Prusa Research). As methods for data collection were used our observational notes during teaching and learning, analysis of discussions between tutors and students, comments on the preparing and usability of the created and printed models. 3D printing technology offered students a powerful tool for their teaching, learning and creativity, provided possibility to show human body structures or variations. Presented data offered valuable information about current situation and these results were suitable for the further development of the Human Anatomy study course.

scholarly journals DIGITAL ERA IN CROSS-SECTIONAL HUMAN ANATOMY: THE USE OF DETAILED IMAGES IN THE STUDY PROCESS

2019 ◽  
Vol 1 ◽  
pp. 8
Author(s):  
Dzintra Kazoka ◽  
Mara Pilmane
Keyword(s):  
Medical Students ◽  
Human Body ◽  
Teaching And Learning ◽  
Human Anatomy ◽  
Ct Scans ◽  
X Rays ◽  
Cross Sectional ◽  
Anatomical Structures ◽  
Group I ◽  
Virtual Dissection

INTRODUCTION An increasing number of digital technologies have been introduced which assist in some practical aspects of the teaching and learning of Human Anatomy. For modern-day students, more and more cross-sectional images of the human body are available as materials in their studies. Digital 2D images and/or 3D images such as high-resolution computed tomography (CT) scans and magnetic resonance (MR) have been received with much enthusiasm and have found their way into anatomy courses and practical classes. An emphasis on sectional anatomy can help medical students develop and improve their knowledge of cross‐sectional imaging. The aim of this study was to assess and verify the impact of cross-sectional images on the study of Human Anatomy. MATERIALS AND METHODS 200 medical students in their 2nd study year at Rīga Stradiņš University were included in this investigation in 2018. In practical classes, all students were asked by tutors to identify several anatomical structures using "Anatomage", a 3D virtual dissection table (USA). They were randomly divided into two groups: Group I analysed cross-sectional images of the human body after cutting and segmentation with interactive tools; Group II studied X-rays, CT scans and MRI images of different regions and systems. Similar images in all possible cross-sectional planes were displayed. The pathological findings from the cross-sectional images were used to develop several clinical questions and cases. At the beginning of each practical class, the tutor spent about 30 minutes demonstrating the themes in the images to all the students. At the end of the teaching session, their understanding of the relationships between anatomical structures and the rate of cross-sectional image effectiveness among both groups was assessed by means of discussion. RESULTS By this time, students were able to identify the position of bones and organs from the lectures, practical classes and dissections. The majority of students recognized the landmarks, anatomical structures and relationships between them on cross-sectional images in three planes. By removing different kinds of tissue, students in both groups were able to learn more difficult anatomical topics and to explain details in these complicated regions. Self-assessment exercises helped students verify their understanding of topographical relations and regional anatomy. In these groups, students with less prior anatomy experience wanted to focus more on the basics of anatomy whereas students with more prior anatomy experience wanted to see and study more complex and interactive materials in cross-sectional images. CONCLUSION This study demonstrated the role of the 3D virtual dissection table "Anatomage" in facilitating students' ability to interpret cross-sectional images and understand the relationships between different anatomical structures. All the X-rays, CT scans and MRI cross-sectional images used played an important role in the teaching and learning of Human Anatomy. Skills and the ability to interpret these medical images is important for the application of anatomical knowledge right from basic studies until clinical courses.  

La escritura, la ilustración y la animación como estrategia de enseñanza-aprendizaje de la anatomía humana

2021 ◽  
Vol 5 ◽  
pp. 67-76
Author(s):  
Sonia Osorio
Keyword(s):  
Brachial Plexus ◽  
Teaching And Learning ◽  
Deep Understanding ◽  
Spatial Location ◽  
Human Anatomy ◽  
Emotional Engagement ◽  
Proposed Model ◽  
Definition Of ◽  
Teaching Learning ◽  
Relationship Of

The importance of research on the teaching and learning of human anatomy is currently recognized, especially if it is considered that university courses in this area continue the traditional scheme that predominates worldwide, prioritizing transmissive teaching, rote learning and summative evaluation. The purpose of this work was the construction of models for the teaching-learning (T-L) of human anatomy in which the writing, illustration and animation of a story is proposed as a method of T-L of the anatomy of the brachial plexus (nerves of the upper limb). For this, the model construction process was followed, taking into account the definition of the objective, the initial observation, the reading of the theory, the form of representation, the verification of the proposed model, and the socialization. This T-L method allowed the students to achieve a deep understanding of the topic, in this case, the spatial location of the brachial plexus, the relationship of the anatomical structures and their clinical correlation. Therefore, it can be concluded that the elaboration of models allowed the students to take ownership of their learning process by proposing, exploring and deploying their creativity and critical thinking; in addition, the attitude of the teachers, who participated as mediators, contributed to the students’ cognitive and emotional engagement in the academic activity.

An Error Analysis of Hiragana and Katakana Writing Systems in the Learning of Japanese as Third Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 46
Author(s):  
Norhazlina Husin ◽  
Nuranisah Tan Abdullah ◽  
Aini Aziz
Keyword(s):  
Error Analysis ◽  
Foreign Students ◽  
Teaching And Learning ◽  
Language Skills ◽  
The Other ◽  
Japanese Language ◽  
Writing System ◽  
Writing Systems ◽  
Third Language ◽  
Main Challenge

Abstract The teaching of Japanese language as third language to foreign students has its own issues and challenges. It does not merely involve only teaching the four language skills. Japanese language has its own unique values. These unique values also tend to differentiate the teaching of Japanese language as a third language from other third language acquisitions. The teaching of Japanese language as third language to foreign students also involves the teaching of its writing system. This makes the teaching of Japanese language rather complicated because Japanese language has three forms of writings, namely: Hiragana, Katakana and Kanji. Students are required to fully understand the Hiragana system of writing first before proceeding to learn the other two forms of writings. The main challenge in the teaching of Japanese writing systems is the time allocated that can be considered as very limited as other language aspects need to be taught too. This, which relates directly to students’ factor very much contribute to the challenges foreseen. Students are likely to face problems in understanding and using the writings as they simultaneously need to adhere to the findings teaching and learning schedules. This article discusses on the analysis conducted in terms of the learning of the Hiragana and Katagana systems of writing among foreign students. The discussion in this article is based on the teaching of Japanese language to students of Universiti Teknologi MARA(UiTM), Shah Alam. Keywords: Third language, Hiragana, Katakana, Kanji

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

scholarly journals Co-constructing the assessment criteria for EFL writing by instructors and students: A participative approach to constructively aligning the CEFR, curricula, teaching and learning

2020 ◽  
pp. 136216882094845
Author(s):  
Huahui Zhao ◽  
Beibei Zhao
Keyword(s):  
Teaching And Learning ◽  
Training Session ◽  
Assessment Criteria ◽  
Local Context ◽  
English Writing ◽  
Language Classrooms ◽  
Decision Making Processes ◽  
English Writing Instruction ◽  
Teaching Learning ◽  
Writing Instructors

The current assessment in language classrooms prevailingly utilizes the criteria provided by instructors, regarding learners as passive recipients of assessment. The current study drew upon sustainable assessment and the community of practice to highlight the importance of involving learners in co-constructing the assessment criteria and argued that using the criteria provided by instructors could lead to discrepancy between assessment, teaching, and learning. It adopted a participatory approach and investigated how to involve learners in co-constructing the assessment criteria with instructors in tertiary English writing instruction in China, based on the European Language Profile (ELP), an evolved version of the Common European Framework of Reference for Languages (CEFR). Two writing instructors and 146 tertiary students played different, yet interactive roles in adapting the assessment criteria in the local context. Instructors drafted the criteria in line with curricula, teaching, learning and learners. Learners utilized the draft criteria in a training session and suggested possible modifications to the criteria in a survey. Suggestions were used to revise the descriptors alongside teachers’ reflections via reflective logs. A follow-up survey explored students’ perceptions of the feasibility and usefulness of the modified descriptors to investigate the effectiveness of co-constructing the assessment criteria for learning and reveal further improvement if necessary. Vigilant decision-making processes were thickly described regarding how assessment descriptors were selected, arranged, and modified to constructively align them with curricula, teaching, and learning. Statistical and thematic analyses were conducted to examine the accessibility, feasibility, and usefulness of the assessment descriptors prior to and after the modifications. Results substantiated the effectiveness and thus the importance of co-constructing assessment criteria for enhancing the quality of assessment criteria and developing learners’ cognitive and metacognitive knowledge of writing and assessment. Implications for language tutors regarding co-constructing assessment criteria in local contexts were deliberated on at the end of the article.

scholarly journals Coronavirus Disease 2019 and Its Effect on Teaching and Learning Process in the Higher Educational Institutions

2021 ◽  
Vol 8 (1) ◽  
pp. 90-107
Author(s):  
Harshavardhan Reddy Kummitha ◽  
Naveen Kolloju ◽  
Prakash Chittoor ◽  
Venkatesh Madepalli
Keyword(s):  
Digital Divide ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research Question ◽  
Cross Sectional Study ◽  
Successful Implementation ◽  
Cross Sectional ◽  
Training Programmes ◽  
Teaching Learning

In response to the coronavirus disease 2019 (COVID-19) pandemic, most of the higher education institutions (HEIs) across the globe have replaced conventional teaching with online teaching. However, the technological preparedness of countries of varied nature differs significantly. In this context, the purpose of the study is to answer the following research question: how are the HEIs mitigating the difficulties that have resulted from the COVID-19 pandemic to facilitate online teaching–learning process? The study is carried out based on a cross-sectional study from 281 academic professionals who are employed in HEIs in India and Ethiopia. The findings from this comparative study highlight that digital divide and lack of institutional preparedness are found to be major problems that constrained the effective implementation of online teaching/learning. Besides, this study also found that training programmes for the faculty members to utilize web resources and facilitate online teaching were found to be limited in both the countries. The article concludes by offering suggestions and policy advice to minimize the digital divide and for successful implementation of online teaching in HEIs.

A blended learning strategy: reimagining the post-Covid-19 architectural education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Naglaa Megahed ◽  
Asmaa Hassan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Strategy ◽  
Theoretical Framework ◽  
Delivery Mode ◽  
Instructional Models ◽  
Architecture Education ◽  
Content Type ◽  
Teaching Learning

PurposeThe present work reviews the impacts of the Covid-19 pandemic on architecture education (AE), with the aim of discussing the interaction and integration of technology-based models.Design/methodology/approachDifferent research methods were used to achieve the research purposes including an online survey, semistructured interviews, observations and reviewing recent literature. The study proposes a theoretical framework to investigate blended learning (BL) approaches in AE, based on the blended teaching–learning continuum, the growth of online delivery mode and technology integration and the gradual responsibility adopted for the current Covid-19 pandemic.FindingsThe study proposes a vision to reimagine post-Covid-19 education and the required BL strategy to provide a theoretical framework that integrates the instructional models required to be investigated by instructors.Research limitations/implicationsThe research findings are based on a theoretical approach not tested practically. A further detailed investigation is required. Thus, the road to reimagining the post-Covid-19 AE is still evolving.Social implicationsAs faculty members, one should take steps toward preparing BL strategies. These strategies present other alternatives to continue teaching and learning while keeping safe in any other emergency in education. In this work, an overview of BL approaches, continuum and related technological and instructional models has been shaped to propose a new vision to post-Covid-19 AE.Originality/valueThis paper responds directly to the initiated call on the pandemic's effect on traditional education by taking a pedagogical perspective. The study presents a holistic BL strategy and proposes a new theoretical and instructional model to design a suitable and balanced BL environment in AE.

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