Analysis of Traditional versus Three-Dimensional Augmented Curriculum on Anatomical Learning Outcome Measures

Autor/inn/en	Peterson, Diana Coomes; Mlynarczyk, Gregory S.A.
Titel	Analysis of Traditional versus Three-Dimensional Augmented Curriculum on Anatomical Learning Outcome Measures
Quelle	In: Anatomical Sciences Education, 9 (2016) 6, S.529-536 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1612
Schlagwörter	Curriculum Design; Science Instruction; Anatomy; Outcomes of Education; Teaching Methods; Science Laboratories; Science Achievement; Science Tests; Achievement Gains; Outcome Measures; Information Technology; Neurology; Laboratory Procedures; Comparative Analysis; Educational Technology; Lecture Method; Retention (Psychology); Graduate Students + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Anatomie; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; Informationstechnologie; Neurologie; Laboruntersuchung; Unterrichtsmedien; Merkfähigkeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	This study examined whether student learning outcome measures are influenced by the addition of three-dimensional and digital teaching tools to a traditional dissection and lecture learning format curricula. The study was performed in a semester long graduate level course that incorporated both gross anatomy and neuroanatomy curricula. Methods compared student examination performance on material taught using lecture and cadaveric dissection teaching tools alone or lecture and cadaveric dissection augmented with computerized three-dimensional teaching tools. Additional analyses were performed to examine potential correlations between question difficulty and format, previous student performance (i.e., undergraduate grade point average), and a student perception survey. The results indicated that students performed better on material in which three-dimensional (3D) technologies are utilized in conjunction with lecture and dissection methodologies. The improvement in performance was observed across the student population primarily on laboratory examinations. Although, student performance was increased, students did not perceive that the use of the additional 3D technology significantly influenced their learning. The results indicate that the addition of 3D learning tools can influence long-term retention of gross anatomy material and should be considered as a beneficial supplement for anatomy courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01