Does an Audiovisual Dissection Manual Improve Medical Students' Learning in the Gross Anatomy Dissection Course?

Autor/inn/en	Koop, Christian F. A.; Marschollek, Michael; Schmiedl, Andreas; Proskynitopoulos, Phileas J.; Behrends, Marianne
Titel	Does an Audiovisual Dissection Manual Improve Medical Students' Learning in the Gross Anatomy Dissection Course?
Quelle	In: Anatomical Sciences Education, 14 (2021) 5, S.615-628 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koop, Christian F. A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.2012
Schlagwörter	Audiovisual Aids; Electronic Learning; Instructional Materials; Instructional Effectiveness; Laboratory Procedures; Laboratory Manuals; Medical Students; Medical Education; Anatomy; Knowledge Level; Student Motivation; Performance Factors + Suchen Sie Ihr Suchwort? Audiovisuelles Medium; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Unterrichtserfolg; Laboruntersuchung; Medizinische Ausbildung; Anatomie; Wissensbasis; Schulische Motivation; Leistungsindikator
Abstract	The gross anatomy dissection course is considered to be one of the most important subjects in medical school. Advancing technology facilitates the production of e-learning material that can improve the learning of topographic anatomy during the course. The purpose of this study was to examine a locally produced audiovisual dissection manual's effects on performance in dissection, formal knowledge gained, motivation, emotions, learning behavior, and learning efficiency of the medical students. The results, combined with the total effort put into the production of the manual, should support decisions on further implementation of this kind of audiovisual e-learning resource into the university's curriculum. First-year medical students (n = 279) were randomly divided into three groups for two weeks within the regular dissection course hours during the dissection of the anterior and posterior triangles of the neck. Two groups received an audiovisual dissection manual (n = 96) or an improved written manual (n = 94) as an intervention, the control group (n = 89) received the standard dissection manual. After dissection, each student filled out tests and surveys and their dissections were evaluated. The audiovisual dissection manual did not have any significant positive effects on the examined parameters. The effects of the audiovisual dissection manual on the medical students' learning experience, as observed in this study, did not support further curriculum implementation of this kind of e-learning resource. This study can serve as an orientation for further evaluation and design of e-learning resources for the gross anatomy dissection course. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01