Perceptions of a mobile technology on learning strategies in the anatomy laboratory

Office of Medical Education, University of California San Francisco School of Medicine, San Francisco, California. .
Anatomical Sciences Education (Impact Factor: 2.98). 03/2013; 6(2). DOI: 10.1002/ase.1307
Source: PubMed


Mobile technologies offer new opportunities to improve dissection learning. This study examined the effect of using an iPad-based multimedia dissection manual during anatomy laboratory instruction on learner's perception of anatomy dissection activities and use of time. Three experimental dissection tables used iPads and three tables served as a control for two identical sessions. Trained, non-medical school anatomy faculty observers recorded use of resources at two-minute intervals for 20 observations per table. Students completed pre- and post-perception questionnaires. We used descriptive and inferential analyses. Twenty-one control and 22 experimental students participated. Compared with controls, experimental students reported significantly (P < 0.05) less reliance on paper and instructor resources, greater ability to achieve anatomy laboratory objectives, and clarity of the role of dissection in learning anatomy. Experimental students indicated that the iPad helped them in dissection. We observed experimental students more on task (93% vs. 83% of the time) and less likely to be seeking an instructor (2% vs. 32%). The groups received similar attention from instructors (33% vs. 37%). Fifty-nine percent of the time at least one student was looking at the iPad. Groups clustered around the iPad a third of their time. We conclude that the iPad-manual aided learner engagement, achieved instructional objectives, and enhanced the effectiveness and efficiency of dissection education. Anat Sci Educ. © 2012 American Association of Anatomists.

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    • "As anatomy programs have become condensed in hours, the pressure to teach anatomy in sufficient detail to prepare students for clinical practice has necessitated adaptations towards a multimodal approach to learning (Johnson et al., 2012, Drake, 2014; Drake et al., 2014). Many medical schools now supplement traditional cadaveric and lecturebased anatomy education with internet-centered technology (Rizzolo et al., 2010; Mayfield et al., 2013; Benninger et al., 2014; Martinez and Tuesca, 2014), medical imaging and cross-sectional anatomy (Bohl et al., 2011; Johnson et al., 2012; Moscova et al., 2015), independent learning exercises and prelaboratory assignments (Nieder et al., 2005; Bohl et al., 2011), and in-class activities structured around clinical cases that promote active learning in a medically relevant context (Kamei et al., 2012, Halliday et al., 2015). Teambased learning (TBL) is an educational strategy that incorporates several of these approaches (Nieder et al., 2005; Vasan et al., 2008; Martinez and Tuesca, 2014; Huitt et al., 2015). "
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    ABSTRACT: The purpose of this study was to compare student perceptions regarding two, small group learning approaches to compressed (46.5 prosection-based laboratory hours), integrated anatomy education at the University of Ottawa medical program. In the facilitated active learning (FAL) approach, tutors engage students and are expected to enable and balance both active learning and progression through laboratory objectives. In contrast, the emphasized independent learning (EIL) approach stresses elements from the "flipped classroom" educational model: prelaboratory preparation, independent laboratory learning, and limited tutor involvement. Quantitative (Likert-style questions) and qualitative data (independent thematic analysis of open-ended commentary) from a survey of students who had completed the preclerkship curriculum identified strengths from the EIL (promoting student collaboration and communication) and FAL (successful progression through objectives) approaches. However, EIL led to student frustration related to a lack of direction and impaired completion of objectives, whereas active learning opportunities in FAL were highly variable and dependent on tutor teaching style. A "hidden curriculum" was also identified, where students (particularly EIL and clerkship students) commonly compared their compressed anatomy education or their anatomy learning environment with other approaches. Finally, while both groups highly regarded the efficiency of prosection-based learning and expressed value for cadaveric-based learning, student commentary noted that the lack of grade value dedicated to anatomy assessment limited student accountability. This study revealed critical insights into small group learning in compressed anatomy education, including the need to balance student active learning opportunities with appropriate direction and feedback (including assessment). Anat Sci Educ. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.
    Anatomical Sciences Education 06/2015; DOI:10.1002/ase.1544 · 2.98 Impact Factor
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    • "In addition, the student attendance was perfect, students arrived prepared, they interacted during the sessions, and they felt good about working in teams that developed a collective construction of knowledge through TBL (Schmidt et al., 1989; Nieder et al., 2005). A recently published report, where the authors used an iPad-based multimedia dissection manual for anatomy, concluded that the iPad manual increased students' engagement and enhanced the effectiveness and efficiency of dissection education in the laboratory (Mayfield et al., 2013). With our students, only the iPad effectiveness in learning through a questionnaire was explored. "
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    ABSTRACT: As part of an institutional program sponsored by the Centre for Teaching Excellence at the Universidad del Norte, Barranquilla, Colombia, we developed an educational research study on two sessions of human anatomy in which we combined team-based learning (TBL) and the use of iPads. Study data included the TBL, assessments applied during the course, student's grades on mid-term examinations and students' perceptions of their experiences. Students reported a positive attitude toward the use of the TBL sessions, and the results showed a significant improvement in their learning between the first and second sessions. Significantly positive correlations (P < 0.05) were obtained between (a) the individual students' readiness test performance 1 and mid-term examination 1, (b) the individual readiness test performances from Session 1 to Session 2, and (c) the group readiness test performances from the first and second sessions. These results point to positive learning experiences for these students. Analyses of the students' reflections on their activities also pointed toward future challenges. Anat Sci Educ. © 2014 American Association of Anatomists.
    Anatomical Sciences Education 09/2014; 7(5). DOI:10.1002/ase.1444 · 2.98 Impact Factor
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    • "Hill et al (2012) Using iPads to enhance teaching and learning in third-year medical clerkships Multiple case studies Nine academics and 36 3rd-year medical students Preloaded apps to access knowledge resources They benefited from the iPad use: students' access to patient information, academics' model iPad use in patient care and clinical decision making. Mayfield et al (2012) "
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    ABSTRACT: This paper systematically reviews current research on using iPads in the higher education sector. Since the release of iPads by Apple in 2010, this new technology has been quickly adopted everywhere, especially by the younger generation and professionals. We were motivated to find out how iPads have been adopted for use in the higher education sector. We searched for and collected all the peer-reviewed publications in conference proceedings and scholarly journals in EBSCOhost, Scopus, Informit A+ Education, ProQuest Academic Research Library and Google Scholar, and conducted a content analysis of the full-text papers collected. The results show that the reported studies are at an early exploratory stage from both the student and staff perspectives. From the student perspective, the iPad was found to enhance the learning experience but not necessarily lead to better learning outcomes. From the staff perspective, the iPad was found to offer benefits associated with electronic information dissemination, academic administration and professional development support. A finding common to both perspectives is that while the iPad has the potential to offer benefits to the academics and students who were found to be eager adopters of this technology, it is not clear how best to align and integrate it within the academic programmes and workflows, and how best to manage it as a resource within a university's organisational setting.
    British Journal of Educational Technology 02/2014; 46(1). DOI:10.1111/bjet.12137 · 1.54 Impact Factor
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