Anatomy Drawing Screencasts: Enabling Flexible Learning for Medical Students

Autor/in	Pickering, James D.
Titel	Anatomy Drawing Screencasts: Enabling Flexible Learning for Medical Students
Quelle	In: Anatomical Sciences Education, 8 (2015) 3, S.249-257 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1480
Schlagwörter	Medical Education; Medical Students; Lecture Method; Teaching Methods; Anatomy; Telecommunications; Handheld Devices; Illustrations; College Science; Educational Technology; Technology Uses in Education; Questionnaires; Use Studies; Program Effectiveness; Student Attitudes; Cognitive Processes; Difficulty Level + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Anatomie; Telekommunikationstechnik; Bildliche Darstellung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fragebogen; Benutzerschulung; Schülerverhalten; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad
Abstract	The traditional lecture remains an essential method of disseminating information to medical students. However, due to the constant development of the modern medical curriculum many institutions are embracing novel means for delivering the core anatomy syllabus. Using mobile media devices is one such way, enabling students to access core material at a time and place that suits their specific learning style. This study has examined the effect of five anatomy drawing screencasts that replicate the popular anatomy drawing element of a lecture. These resources were uploaded to the University's Virtual Learning Environment for student access. Usage data and an end of module questionnaire were used to assess the impact of the screencasts on student education. The data revealed a high level of usage that varied in both the time of day and day of the week, with the number of downloads dramatically increasing towards the end of the module when the assessment was approaching. The student group found the additional resources extremely useful in consolidating information and revision, with many commenting on their preference to the screencasts compared to the more traditional approaches to learning. Scrutinizing the screencasts in relation to cognitive load theory and the cognitive theory of multimedia learning indicates a high correlation with an evidence-based approach to designing learning resources. Overall the screencasts have been a well-received enhancement that supports the student learning and has been shown to promote flexible learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01