An Enriched Multimedia eBook Application to Facilitate Learning of Anatomy

Autor/inn/en	Stirling, Allan; Birt, James
Titel	An Enriched Multimedia eBook Application to Facilitate Learning of Anatomy
Quelle	In: Anatomical Sciences Education, 7 (2014) 1, S.19-27 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1373
Schlagwörter	Electronic Publishing; Pilot Projects; Multimedia Materials; Anatomy; Human Body; Medical Students; Foreign Countries; Academic Ability; Pretests Posttests; Intervention; Student Surveys; Statistical Significance; Learning Modalities; Active Learning; Student Attitudes; Student Improvement; Australia + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Pilot project; Modellversuch; Pilotprojekt; Anatomie; Menschlicher Körper; Ausland; Schülerbefragung; Lernumgebung; Aktives Lernen; Schülerverhalten; Australien
Abstract	This pilot study compared the use of an enriched multimedia eBook with traditional methods for teaching the gross anatomy of the heart and great vessels. Seventy-one first-year students from an Australian medical school participated in the study. Students' abilities were examined by pretest, intervention, and post-test measurements. Perceptions and attitudes toward eBook technology were examined by survey questions. Results indicated a strongly positive user experience coupled with increased marks; however, there were no statistically significant results for the eBook method of delivery alone outperforming the traditional anatomy practical session. Results did show a statistically significant difference in the final marks achieved based on the sequencing of the learning modalities. With initial interaction with the multimedia content followed by active experimentation in the anatomy lab, students' performance was improved in the final test. Obtained data support the role of eBook technology in modern anatomy curriculum being a useful adjunct to traditional methods. Further study is needed to investigate the importance of sequencing of teaching interventions. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.asejournal.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10