Analysis of Traditional Versus Three-Dimensional Augmented Curriculum on Anatomical Learning Outcome Measures
Analysis of Traditional Versus Three-Dimensional Augmented Curriculum on Anatomical Learning Outcome Measures
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DOI：
10.1002/ase.1612
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发表时间：
2016-11-01
影响因子：
7.3
通讯作者：
Mlynarczyk, Gregory S. A.
中科院分区：
文献类型：
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作者：
Peterson, Diana Coomes;Mlynarczyk, Gregory S. A.
本研究旨在探讨学生的学习成果的措施是否会受到影响，除了三维和数字化的教学工具，以传统的解剖和讲座学习格式的课程。这项研究是在一个学期的研究生水平的课程，包括大体解剖学和神经解剖学课程。方法比较学生在单独使用讲座和尸体解剖教学工具或讲座和尸体解剖与计算机三维教学工具相结合的材料上的考试成绩。进行了额外的分析，以检查问题难度和格式之间的潜在相关性，以前的学生表现（即，本科生平均成绩点）和学生感知调查。结果表明，学生表现更好的材料，其中三维（3D）技术与讲座和解剖方法结合使用。学生的成绩主要在实验室考试中有所提高。虽然学生的表现有所提高，但学生并没有意识到额外3D技术的使用对他们的学习产生了重大影响。结果表明，增加3D学习工具可以影响大体解剖材料的长期保留，应被视为解剖学课程的有益补充。(C)2016年美国解剖学家协会
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. (C) 2016 American Association of Anatomists.