First Year Student Perception and Experience of Online Topographical Anatomy Laboratory Classes using Zoom Technology during the COVID-19 Pandemic

During semester one of 2020, the units ‘Functional Anatomy of the Trunk’ and ‘Functional Anatomy of the Limbs’ which focus on human topographical anatomy were re-designed into an online delivery format and taught remotely in response to the COVID-19 lockdown. It was expected that the move to remote teaching would negatively impact student perception and learning experience, in particular that of the cadaver-based laboratory work. The aim of this study was to investigate whether the replacement of traditional face-to-face cadaver-based anatomy laboratories with an online version using digital anatomy resources and Zoom technology as the communication platform would achieve comparable student learning experience and outcomes. First Year Students (n=69) enrolled in these units were invited to participate in this study and were asked at the conclusion of each unit to complete an anonymous opinion-based survey via Qualtrics. The Qualtrics data, student grades and Learning Management System (LMS) statistics were analysed. Results indicate that student perception of the online gross anatomy laboratory learning was positive and that it had complemented their learning. Most students agreed that as a visual learning resource, it provided an improved understanding of anatomy and helped with the application of anatomical knowledge. Interestingly, student performance showed a similar range of marks compared with previous years. However, students strongly agreed that the online 2D learning experience had significant limitations when compared to live use of cadavers in laboratories.

Download Full-text

The impact of gross anatomy laboratory on first year medical students’ interest in a surgical career

Clinical Anatomy ◽

10.1002/ca.22730 ◽

2016 ◽

Vol 29 (6) ◽

pp. 691-695 ◽

Cited By ~ 7

Author(s):

Marisa E. Pulcrano ◽

Sonya Malekzadeh ◽

Anagha Kumar

Keyword(s):

Medical Students ◽

Gross Anatomy ◽

First Year ◽

Anatomy Laboratory ◽

Surgical Career ◽

First Year Medical Students ◽

The Impact

Download Full-text

Analysis of immediate student outcomes following a change in gross anatomy laboratory teaching methodology*

Journal of Chiropractic Education ◽

10.7899/jce-17-7 ◽

2018 ◽

Vol 32 (2) ◽

pp. 98-106 ◽

Cited By ~ 3

Author(s):

Salman Afsharpour ◽

Abigail Gonsalves ◽

Ronald Hosek ◽

Eric Partin

Keyword(s):

Student Performance ◽

Gross Anatomy ◽

Teaching Methodology ◽

Laboratory Examination ◽

Virtual Dissection ◽

Anatomy Laboratory ◽

Academic Calendar ◽

Laboratory Teaching ◽

Exam Scores ◽

Gross Anatomy Course

Objective: To compare student performance following a change in laboratory teaching methodology from cadavers to models to virtual dissection table in a musculoskeletal gross anatomy course in a doctor of chiropractic program. Methods: Three marking periods of laboratory and lecture examination scores from 3 consecutive academic calendar years were evaluated and compared using simple analysis as well as analysis of variance and post hoc t tests. The 1st cohort of students (n = 352) utilized cadavers. The 2nd cohort of students (n = 350) had anatomical models as their primary gross laboratory modality. The 3rd cohort of students (n = 393) utilized virtual dissection tables. Results: The midterm and final laboratory examination scores were evaluated and showed successive increase in aggregate averages between cohort 1 (mean = 76.1%), cohort 2 (mean = 81.4%), and cohort 3 (mean = 85.1%). Lecture examination scores remained consistent between the cohorts at 61.2%, 62.4%, and 61.1%, respectively. Significant improvements were seen in lab exam scores between cohorts (F [2, 2113] = 58.6, p < .001), and no significant differences were seen in lecture exam scores. Conclusion: Students utilizing virtual dissection tables scored higher on laboratory examinations than students having models or cadavers. However, they displayed a similar testing competency in lecture examinations, suggesting a possible change in laboratory examination difficulty between the cohorts but a similar knowledge base. Further studies are warranted to evaluate the long-term retention of student knowledge.

Download Full-text

Preparation and synchronous participation improve student performance in a blended learning experience

Australasian Journal of Educational Technology ◽

10.14742/ajet.6811 ◽

2021 ◽

pp. 187-199

Author(s):

Charlotte Emily Jane Clark ◽

Ger Post

Keyword(s):

Active Learning ◽

Blended Learning ◽

Student Performance ◽

Learning Experience ◽

Individual Student ◽

Research Approach ◽

Assessment Task ◽

Assessment Tasks ◽

Student Preference ◽

Student Grades

Blended learning can create flexibility for students, more efficiently utilise infrastructure, and can provide high-quality learning at scale. We investigated perceived value and learning gains associated with asynchronous eLearning and synchronous face-to-face (f2f) components of a blended learning experience. We hypothesised that individual student preference for eLearning and f2f learning would be variable, but that participation in f2f classes would enhance student learning. Using a design-based research approach, we have evaluated two iterations of a blended learning experience, combining qualitative survey data and quantitative attendance data and student grades. Students overwhelmingly valued active learning, both within eLearning materials and f2f classes. Final marks positively correlated with the number of f2f classes students attended. Analysis of a subset of intended learning outcomes (ILOs) showed that students who accessed eLearning independently and students who attended f2f classes performed equally-well in ILO-related assessment tasks, however, students were more likely to choose an assessment task directly-related to a class they attended. In addition, completion of required eLearning prior to f2f class attendance significantly enhanced student performance in related assessment tasks. We suggest that f2f attendance as part of blended learning is beneficial, however students can obtain selected ILOs from engaging eLearning materials. Implications for practice or policy: Instructors will gain insight into aspects of blended active learning that students value. We present evidence that supports the benefits to students of completion of pre-eLearning prior to participation in synchronous f2f classes.

Download Full-text

Adaptive Visual Learning Using Augmented Reality and Machine Learning Techniques

Journal of Computational and Theoretical Nanoscience ◽

10.1166/jctn.2020.8982 ◽

2020 ◽

Vol 17 (11) ◽

pp. 4952-4956

Author(s):

Satyajit Ghana ◽

Shikhar Singh ◽

Aryan Jalali ◽

Vivek Badani ◽

Sahana P. Shankar

Keyword(s):

Neural Network ◽

Machine Learning ◽

Logistic Regression ◽

Augmented Reality ◽

Student Performance ◽

Optical Character Recognition ◽

Conceptual Knowledge ◽

Learning Experience ◽

Visual Learning ◽

Machine Learning Techniques

The current curriculum forces students to understand topics by visualizing axonometric structures in their cognitive minds depending upon the conceptual texts and information. This methodology is inconsistent as the idea of visualization through conceptual knowledge is dependent on the level of reasoning and IQ (Intelligence Quotient) a student possesses. It is usually common for a student to misinterpret an information due to lack of reasoning and imaginative skills. Our educational model aims to diminish this intellectual barrier by incorporating Augmented Reality (AR) and Machine Learning (ML) techniques together and create an Adaptive Visual Learning experience for students. A mobile interface with OCR (Optical Character Recognition) and TTS (Text-To-Speech) feature is given to make this whole process simple and easy to use for any student. In this paper, two ML techniques Logistic Regression and Neural Network are applied in order to enhance and modify the existing educational system by removing the intellectual barrier involved due to neurodiversity. A comparative study is performed between the two ML algorithms, where in Logistic Regression performed better than the Neural Network. This form of adaptive visual learning aims to boost student performance in academia.

Download Full-text

Dissecting Anatomy: Exploring the Perspective of the Repeating First Year Medical Student in Both an Open and Peer Teaching Gross Anatomy Laboratory Format

Medical Science Educator ◽

10.1007/s40670-014-0058-6 ◽

2014 ◽

Vol 24 (3) ◽

pp. 315-323 ◽

Cited By ~ 1

Author(s):

Erin P. Fillmore ◽

Robert J. Helfenbein ◽

Mark F. Seifert

Keyword(s):

Medical Student ◽

Gross Anatomy ◽

Peer Teaching ◽

First Year ◽

Anatomy Laboratory

Download Full-text

From classroom tutor to hypertext adviser: an evaluation

Research in Learning Technology ◽

10.3402/rlt.v10i3.11409 ◽

2002 ◽

Vol 10 (3) ◽

Author(s):

Michael Kemp ◽

H. C. Davis ◽

William Roche ◽

Wendy Hall

Keyword(s):

Student Performance ◽

Learning Experience ◽

Undergraduate Curriculum ◽

The Body ◽

Central Component ◽

First Year ◽

Subject Domain ◽

Domain Experts ◽

Medical Undergraduate

This paper describes a three-year experiment to investigate the possibility of making economies by replacing practical laboratory sessions with courseware while attempting to ensure that the quality of the student learning experience did not suffer. Pathology labs are a central component of the first-year medical undergraduate curriculum at Southampton. Activities in these labs had been carefully designed and they were supervised by lab demonstrators who were subject domain experts. The labs were successful in the eyes of both staff and students but were expensive to conduct, in terms of equipment and staffing. Year by year evaluation of the introduction of courseware revealed that there was no measurable difference in student performance as a result of introducing the courseware, but that students were unhappy about the loss of interaction with the demonstrators. The final outcome of this experiment was a courseware replacement for six labs which included a software online hypertext adviser. The contribution of this work is that it adds to the body of empirical evidence in support of the importance of maintaining dialogue with students when introducing courseware, and it presents an example of how this interaction might be achieved in software.DOI:10.1080/0968776020100304

Download Full-text

Exploring two different gross anatomy laboratory experiences: The perspective of the repeating first year medical student

The FASEB Journal ◽

10.1096/fasebj.27.1_supplement.447.4 ◽

2013 ◽

Vol 27 (S1) ◽

Author(s):

Erin Fillmore ◽

Mark F. Seifert ◽

Robert J. Helfenbein

Keyword(s):

Medical Student ◽

Gross Anatomy ◽

First Year ◽

Anatomy Laboratory ◽

Laboratory Experiences

Download Full-text

Assessment of Gross Anatomy Boot Camp on First Year Medical Student Performance

The FASEB Journal ◽

10.1096/fasebj.29.1_supplement.693.9 ◽

2015 ◽

Vol 29 (S1) ◽

Author(s):

Patrick Herling ◽

Bahaureh Mohseni ◽

Natalie Shirley ◽

Jonathan Leo

Keyword(s):

Medical Student ◽

Student Performance ◽

Gross Anatomy ◽

Boot Camp ◽

First Year

Download Full-text

Enhancing Student Experience and Performance through Peer-Assisted Learning

Issues in Accounting Education ◽

10.2308/iace-51249 ◽

2015 ◽

Vol 31 (3) ◽

pp. 321-336 ◽

Cited By ~ 3

Author(s):

Adriel Sudhakar ◽

Jonathan Tyler ◽

James Wakefield

Keyword(s):

Peer Review ◽

Learning Outcomes ◽

Student Performance ◽

Learning Experience ◽

Student Experience ◽

Student Population ◽

First Year ◽

Peer Assisted Learning ◽

Assessment Guidelines ◽

And Performance

ABSTRACT This study examines the effectiveness of an online peer review forum (forum). The study allows comparisons to be made between different forum scenarios. The forum was introduced, over a series of semesters, in a first-year accounting screencast assignment: from no forum, to an optional forum, to a compulsory forum. Students indicated that the compulsory forum, underpinned by more structured guidelines for providing feedback, was more beneficial in facilitating improvement in their assignment quality and learning outcomes. We observed improved student performance where a forum was made available. This result is stronger where the use of the forum was optional relative to where it was compulsory. We surmise that this was caused by a higher proportion of exemplar screencasts being posted by more motivated and confident students in the optional forum, creating higher perceived expectations across the total student population. Our findings suggest that more structured feedback through the forum does not necessarily lead to higher performance, even though students value more structured constructive and critical comments as part of their learning experience. These findings highlight the importance of carefully considering forum design and assessment guidelines when embarking on peer review learning initiatives.

Download Full-text