Enhancing Anatomical Instruction: Impact of a Virtual Canine Anatomy Program on Student Outcomes

Autor/inn/en	Linton, Andrea; Garrett, Andrew C.; Ivie, Kenneth R., Jr.; Jones, Jay D.; Martin, Jason F.; Delcambre, Jeremy J.; Magee, Christianne
Titel	Enhancing Anatomical Instruction: Impact of a Virtual Canine Anatomy Program on Student Outcomes
Quelle	In: Anatomical Sciences Education, 15 (2022) 2, S.330-340 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Linton, Andrea) ORCID (Magee, Christianne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.2087
Schlagwörter	Anatomy; Electronic Learning; Animals; Outcomes of Education; Medical Education; Science Instruction; Educational Technology; Instructional Material Evaluation; Academic Achievement; Colorado + Suchen Sie Ihr Suchwort? Anatomie; Animal; Tier; Tiere; Lernleistung; Schulerfolg; Medizinische Ausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsmedien; Schulleistung
Abstract	Innovative reforms in medical education will require instructional tools to support these changes and to give students more flexibility in where and how they learn. At Colorado State University, the software program Virtual Canine Anatomy (VCA) was developed to assist student learning both inside and outside the anatomical laboratory. The program includes interactive anatomical photographs of dissected canine cadavers, dissection instructions with accompanying videos and diagrams, radiographs, and three-dimensional models. There is a need to evaluate the effectiveness of instructional tools like VCA so that decisions on pedagogical delivery can be evidence-based. To measure the impact of VCA on student outcomes in a dissection laboratory, this study compared student attitudes, quiz scores, dissection quality and accuracy, and instructor reliance between students with and without access to VCA. Students with VCA needed less time with teaching assistants (P < 0.01), asked teaching assistants fewer questions (P = 0.04), felt that the dissection was easier (P = 0.02), and were in stronger agreement that they had access to adequate resources (P = 0.02). No differences were found in the dissection quality or accuracy, quiz scores, or attitudes regarding overall enjoyment of the activity between the two groups. This study shows that VCA increases student independence and can be used to enhance anatomical instruction. (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