Perceptions of a Mobile Technology on Learning Strategies in the Anatomy Laboratory

Autor/inn/en	Mayfield, Chandler H.; Ohara, Peter T.; O'Sullivan, Patricia S.
Titel	Perceptions of a Mobile Technology on Learning Strategies in the Anatomy Laboratory
Quelle	In: Anatomical Sciences Education, 6 (2013) 2, S.81-89 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1307
Schlagwörter	Anatomy; Medical Care Evaluation; Laboratory Procedures; Electronic Learning; Handheld Devices; Learning Strategies; Medical Students; Student Attitudes; Questionnaires; Learner Engagement; Instructional Effectiveness; Laboratory Manuals; Multimedia Materials; Computer Uses in Education; Observation + Suchen Sie Ihr Suchwort? Anatomie; Laboruntersuchung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Fragebogen; Unterrichtserfolg; Computernutzung; Beobachtung
Abstract	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" less than 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. (Contains 2 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10