The Use and Effectiveness of Interactive Progressive Drawing in Anatomy Education

Autor/in	Greene, Sarah J.
Titel	The Use and Effectiveness of Interactive Progressive Drawing in Anatomy Education
Quelle	In: Anatomical Sciences Education, 11 (2018) 5, S.445-460 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Greene, Sarah J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1784
Schlagwörter	Anatomy; Medical Schools; Medical Students; Freehand Drawing; Teaching Methods; Computer Assisted Instruction; Student Attitudes; Feedback (Response); Science Tests; Instructional Effectiveness; Georgia (Atlanta) + Suchen Sie Ihr Suchwort? Anatomie; Medizinische Ausbildung; Drawing; Zeichnen; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Schülerverhalten; Unterrichtserfolg
Abstract	Anatomical relationships are challenging concepts for first-year medical students. The use of progressive drawing, where an image is created from a blank template, has long been utilized for outlining anatomical relationships and continuity from one region to another, and has shown positive outcomes for student learning. More recently, computerized progressive drawing has been introduced; however, challenges, including issues with visual clarity, have been described. In this study, 17 computerized screencasts of drawings covering neurovasculature of the limbs, abdomen, pelvis, head, and neck were created and provided to first-year medical students at Morehouse School of Medicine. An animated method for drawing was utilized to increase visual clarity. Surveys were provided to 181 first-year medical students to collect feedback about these screencasts. Sixty percent (n = 108) of students completed at least one survey. Respondents rated all 17 screencasts with a minimum of 4.7/5 for helpfulness in learning the material for course examinations. A majority of students (77.8%) reported viewing the screencasts more than once on at least one survey, and students reported varying methods for utilizing the screencasts. A majority of students provided positive feedback relating to technical quality. Some significant differences in course performance were seen based on screencast usage. The positive responses from students indicate that this is a useful method in medical education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01