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Xiao J. Integrating digital literacies and scientific communication in a multimedia anatomy group assignment to advance contextual learning. ANATOMICAL SCIENCES EDUCATION 2024; 17:55-65. [PMID: 37614080 DOI: 10.1002/ase.2331] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/22/2023] [Revised: 07/22/2023] [Accepted: 08/07/2023] [Indexed: 08/25/2023]
Abstract
Anatomists are facing a new generation of learners who will study and work in a technology-rich environment. Indeed, digital technologies are tremendously changing how information and knowledge are communicated and retrieved. However, it remains unclear whether an anatomy assessment can be designed to promote contextual learning through integrating a digital communication strategy. To investigate this, assessment methods were diversified in the first-year neuroanatomy and third-year regional anatomy curricula through implementing a multimedia human anatomy group assignment integrating digital literacies and scientific communication. Through completing this multimedia assignment, students demonstrated their anatomy knowledge transfer using a range of approaches. The main mode of presentations chosen in the two anatomy units were non-animated video presentations (~50%), animated video presentations (~30%), storyboards (~10%), podcasts (~3%), and filmed videos (~3%). A 5-point Likert scale learning and teaching survey was conducted for a total of 195 undergraduate health science students to evaluate students' perception of this group assignment. The majority of students (70-80%) strongly agreed or agreed that the multimedia group assignment helped their teamwork skills. Students who produced animated videos significantly outperformed those who adopted the non-animated presentations during the end-of-semester theory examination (p < 0.05). This study demonstrates that an anatomy group assignment integrating digital literacy and scientific communication is an effective assessment strategy associated with a positive learning experience and outcome. This inquiry-based assignment promotes learning through assessment, allowing students to not only consolidate and extend anatomy knowledge but also developing effective digital communication skills, providing new insights into non-didactic anatomy assessments.
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Affiliation(s)
- Junhua Xiao
- Department of Health Sciences and Biostatistics, School of Health Sciences, Swinburne University of Technology, Hawthorn, Victoria, Australia
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2
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Bhattacharjee S, Ghosh SK. The Sun Also Rises: Tracing the evolution of humanistic values in anatomy pedagogy and research, including cadaveric acquisition practices. J Anat 2023; 243:1031-1051. [PMID: 37525506 PMCID: PMC10641044 DOI: 10.1111/joa.13938] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Revised: 06/04/2023] [Accepted: 07/17/2023] [Indexed: 08/02/2023] Open
Abstract
Anatomy has always been at the intersection of the socio-cultural and political landscape, where new ideas constantly replace older wisdom. From ancient Egyptians through the Greeks, and then the Romans, finally culminating into the European Renaissance-all the significant eras of human civilisation have left their insignia and distinct marks on the evolution of anatomical practices. Despite its utility as a tool for anatomy pedagogy and research that has proven its worth over millennia, cadaveric dissection has particularly been subject to political and social vicissitudes. A major debate about anatomical dissection lay with the ethical considerations, or its lack thereof, while acquiring corpses for demonstration in the dissection halls. From antiquity, anatomical dissection-often synonymous with medical studies-had typically been carried out on the dead bodies of executed criminals with certain laws, such as the Murder Act of 1752, facilitating such uses. Gradually, the uses of unclaimed bodies, resourced primarily from the impoverished sections of society, were also introduced. However, these body acquisition protocols often missed the crucial element of humanism and ethical considerations, while knowledge augmentation was taken as sufficient reasoning. Unfortunately, a gross disregard towards humanistic values promulgated heinous and illegal practices in acquiring corpses, including grave robbery and even murders like in the case of Burke and Hare murders of 1828. Follow-up legislation, such as the Anatomy Act of 1832, and comparable laws in other European nations were passed to curb the vile. What distils from such a historical discourse on humane values in anatomy dissection, or medical science in general, is that the growth and integration of humanism in anatomy have never been linear, but there were intermittent and, yet, significant disruptions in its timeline. For example, there were serious human rights violations in anatomical practices during the Third Reich in Germany that perpetrated the holocaust. The medical community has kept evolving and introducing new moral values and principles while using such egregious events as lessons, ultimately resulting in the Declaration of Helsinki in 1964. This article revisits the heterogeneous journey of integrating humanistic values in anatomy practice. Such humanistic traits that, like medical science, have also developed over centuries through the inputs of physicians, researchers, and philosophers-from Greece to modernity with an important stopgap at the Renaissance-are a fascinating lore that deserves to be re-envisioned through the lens of contemporary values and ethos. In parallel to human medicine, humanistic values continue to influence veterinary medicine, a welcome development, as our society condemns animal cruelty in any form. There are lessons to be learned from this historical journey of how humanism shaped many of the concepts that anatomists use now. Finally, and most importantly, it might prevent the medical community from repeating the same mistakes by cautioning against the traps that are there, and in a convoluted world where morality as such is eroding from our social fabric, will always be there. Such historical account acts as a righteous, ethical, and contextual compass to guide the existing and upcoming anatomists in discerning between light and dark, right and wrong, and roads-to be or not to be-taken.
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Cheung RCC, Chen B, Ho CCJ, Tipoe GL, Yang J. "Where is the spleen? Where are the lungs?"-An investigation of the level of anatomical knowledge of the Hong Kong public. ANATOMICAL SCIENCES EDUCATION 2023; 16:1209-1217. [PMID: 37409614 DOI: 10.1002/ase.2318] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 06/09/2023] [Accepted: 06/24/2023] [Indexed: 07/07/2023]
Abstract
This article investigates the level of anatomical knowledge of the Hong Kong public and uses the data to help suggest public engagement activities and health campaigns to raise health literacy in the general population. In the annual public engagement event organized by the University of Hong Kong, 250 attendees took a survey assessing basic anatomical knowledge by putting organs/structures in their correct positions. Description analysis, correlation analysis, independent sample t-test, and one-way ANOVA analysis were conducted by SPSS 27.0. Overall, a mean score of 6.5 out of 20 was achieved. Differences between various demographic parameters were analyzed, and the results showed that better performance on the survey was associated with younger age, higher educational levels, and having healthcare experience. There was also a statistically significant difference in correctly positioning the thyroid between males and females. Interestingly, some misconceptions were thought to arise from the bespoke use of the Chinese language in the survey. The data reflected room for improvement in the level of anatomical knowledge among the public, notably in the older age groups. This was attributed partially to a lack of public outreach initiatives and established anatomy-focused programs, which has restricted public exposure to anatomical knowledge and hindered the development of anatomical sciences in Hong Kong. In conclusion, the knowledge of the public on the human body needs to be improved and possible solutions to improve public awareness of health were raised.
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Affiliation(s)
| | - Bixia Chen
- School of Biomedical Sciences, LKS Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
- Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong
| | - Cheuk Chun Joseph Ho
- School of Biomedical Sciences, LKS Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - George L Tipoe
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Jian Yang
- School of Biomedical Sciences, LKS Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
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Koh ZJ, Yeow M, Srinivasan DK, Ng YK, Ponnamperuma GG, Chong CS. A randomized trial comparing cadaveric dissection and examination of prosections as applied surgical anatomy teaching pedagogies. ANATOMICAL SCIENCES EDUCATION 2023; 16:57-70. [PMID: 34968002 DOI: 10.1002/ase.2166] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/23/2021] [Revised: 12/21/2021] [Accepted: 12/28/2021] [Indexed: 06/14/2023]
Abstract
Anatomy is an important component in the vertical integration of basic science and clinical practice. Two common pedagogies are cadaveric dissection and examination of prosected specimens. Comparative studies mostly evaluate their immediate effectiveness. A randomized controlled trial design was employed to compare both the immediate and long-term effectiveness of dissection and prosection. Eighty third-year medical students undergoing their surgical rotation from the Yong Loo Lin School of Medicine were randomized into two groups: dissection and prosection. Each participated in a one-day hands-on course following a similar outline that demonstrated surgical anatomy in the context of its clinical relevance. A pre-course test was conducted to establish baseline knowledge. A post-course test was conducted immediately after and at a one-year interval to evaluate learner outcome and knowledge retention. A post-course survey was conducted to assess participant perception. Thirty-nine and thirty-eight participants for the dissection and prosection groups, respectively, were included for analysis. There was no significant difference between mean pre-course test scores between the dissection and prosection groups [12.6 (3.47) vs. 12.7 (3.16), P > 0.05]. Both the mean immediate [27.9 (4.30) vs. 24.9 (4.25), P < 0.05] and 1 year [23.9 (4.15) vs. 19.9 (4.05), P < 0.05] post-course test scores were significantly higher in the dissection group. However, when adjusted for course duration [dissection group took longer than prosection group (mean 411 vs. 265 min)], these findings were negated. There is no conclusive evidence of either pedagogy being superior in teaching surgical anatomy. Based on learner surveys, dissection provides a greater learner experience.
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Affiliation(s)
- Zong Jie Koh
- Department of General Surgery, University Surgical Cluster, National University Health System, Singapore, Singapore
| | - Marcus Yeow
- Department of Internal Medicine, Singapore General Hospital, Singapore, Singapore
| | - Dinesh Kumar Srinivasan
- Department of Anatomy, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Yee Kong Ng
- Department of Anatomy, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Gominda G Ponnamperuma
- Department of Medical Education, Faculty of Medicine, University of Colombo, Colombo, Sri Lanka
| | - Choon Seng Chong
- Division of Colorectal Surgery, Department of General Surgery, University Surgical Cluster, National University Health System, Singapore, Singapore
- Dean's office, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
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Cline C, Santuzzi AM, Samonds KE, LaDue N, Bergan-Roller HE. Assessing how students value learning communication skills in an undergraduate anatomy and physiology course. ANATOMICAL SCIENCES EDUCATION 2022; 15:1032-1044. [PMID: 34665527 DOI: 10.1002/ase.2144] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Revised: 10/15/2021] [Accepted: 10/16/2021] [Indexed: 06/13/2023]
Abstract
Students, particularly those in science, technology, engineering and mathematics (STEM) and healthcare-related programs, should develop proficient interpersonal skills, including communication. To help students develop effective communication skills, instructors need to consider the value students give to learning these skills. The Student Attitudes Toward Communication Skills Survey (SATCSS) was developed to measure how undergraduate students value learning communication skills based on Expectancy-Value Theory across three modes of communication (verbal, written, non-verbal). The survey was given to students interested in healthcare professions and enrolled in an undergraduate anatomy and physiology (A&P) course (n = 233) at a Midwest research active university. The survey showed evidence of validity, measuring two components: (1) "Value to Profession" (attainment and utility value) and (2) "Value to Self" (intrinsic value and cost). There was a significant difference in sub-scores among the four task values such that students thought that learning communication skills was important and relevant (high attainment and utility value) but not interesting (low intrinsic value) and costly. Students with high total scores valued communication skills across all four task values. As total value scores decreased, it was first due to students finding learning communication skills to be time prohibitive and then a lack of interest in learning communication skills. Based on these results, it is recommended that instructors incorporate communication skills training into content that is already part of their A&P course to reduce time concerns. Additional recommendations include using reflective activities and humor to increase student interest.
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Affiliation(s)
- Christina Cline
- Department of Biological Sciences, College of Liberal Arts and Sciences, Northern Illinois University, DeKalb, Illinois, USA
| | - Alecia M Santuzzi
- Department of Psychology, College of Liberal Arts and Sciences, Northern Illinois University, DeKalb, Illinois, USA
| | - Karen E Samonds
- Department of Biological Sciences, College of Liberal Arts and Sciences, Northern Illinois University, DeKalb, Illinois, USA
| | - Nicole LaDue
- Department of Geology and Environmental Geosciences, College of Liberal Arts and Sciences, Northern Illinois University, DeKalb, Illinois, USA
| | - Heather E Bergan-Roller
- Department of Biological Sciences, College of Liberal Arts and Sciences, Northern Illinois University, DeKalb, Illinois, USA
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Evans DJR, Pawlina W. The future of anatomy education: Learning from Covid-19 disruption. ANATOMICAL SCIENCES EDUCATION 2022; 15:643-649. [PMID: 35656637 DOI: 10.1002/ase.2203] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/06/2022] [Indexed: 06/15/2023]
Affiliation(s)
- Darrell J R Evans
- School of Medicine and Public Health, The University of Newcastle, Callaghan, New South Wales, Australia
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Wojciech Pawlina
- Department of Clinical Anatomy, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota, USA
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Easterling L, Byram J. Shifting language for shifting anatomy: Using inclusive anatomical language to support transgender and nonbinary identities. Anat Rec (Hoboken) 2022; 305:983-991. [PMID: 35020254 DOI: 10.1002/ar.24862] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2021] [Revised: 11/22/2021] [Accepted: 12/07/2021] [Indexed: 01/06/2023]
Abstract
While navigating a medical or surgical gender transition, transgender, and nonbinary people encounter anatomical language and concepts through their own informal research on the topics and directly through healthcare providers. Use of appropriate and inclusive language is important for affirming identities and can be fostered at any point during professional training through modeling of inclusive language and in the formal curriculum, including during anatomical education. In this article we discuss anatomical language and how it intersects with gender identity, first from the perspective of a transgender patient, then from the perspective of an anatomy educator. The patient shared how she benefited from informative resources, nongendered language, language tailored to her level of understanding, and providers not making generalizations about her based on her anatomy or sex assigned at birth. The educator shared her experience developing a primer on sex and gender that moved beyond a prescriptive binary and exposed students to language and concepts inclusive of diverse sexual and gender identities. Recommendations were made related to how to implement these lessons and better explore how transgender and nonbinary individuals experience anatomical language and the potential impact of language that is inclusive of gender-diverse persons in anatomical education as part of health professions programs. While sound medicine, procedure, science, and experienced professional skill were necessary, an essential positive aspect of the medical and gender transitions discussed was an intentionality around language by providers-including anatomical language.
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Affiliation(s)
- Lauren Easterling
- Graduate Division, Indiana University School of Medicine, Indianapolis, Indiana, USA.,Indiana University School of Education, Bloomington, Indiana, USA
| | - Jessica Byram
- Department of Anatomy, Cell Biology, and Physiology, Indiana University School of Medicine, Indianapolis, Indiana, USA
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Maloney S, Pather N, Foo J, Lazarus MD. Spending Wisely: The Role of Cost and Value Research in the Pursuit of Advancing Anatomical Sciences Education. ANATOMICAL SCIENCES EDUCATION 2021; 14:263-269. [PMID: 33068329 DOI: 10.1002/ase.2027] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2020] [Revised: 10/07/2020] [Accepted: 10/13/2020] [Indexed: 06/11/2023]
Abstract
Studies of "cost and value" in anatomical sciences education examine not only what works, but at what cost, thus evaluating the inputs and outputs of education. This research provides insights into how to use available resources (e.g., academic time, budgets, infrastructure) as a mechanism to obtaining the maximum outcomes available. The purpose of this viewpoint article is to expand on the application of cost and value concepts to anatomical sciences education, contextualizing these concepts through a deeper dive into the more costly educational approaches of human donor dissection. In doing so, both questions and opportunities are raised for the discipline of anatomical sciences going forward. Educational decisions, inclusive of cost and value appraisals, consider the range of outcomes for which the activity is designed to achieve, and the activity's integration with the philosophy of the educational program it is contributing to; these decisions, thus, evaluate more than just cost alone. Healthcare students' engagement with human donor dissection pedagogy offers an array of reported non-economic benefits, including non-traditional discipline-independent skill (NDIS) development (e.g., professionalism, teamwork skills). These skills are often harder to measure, but are no less important to the final pedagogical decision-making process. The goal of cost and value research is to create an evidence-base toward education that delivers maximum value for a given spend. Anatomy educators, researchers, and decision makers who embrace cost and value dialogue, and interpret and apply findings from studies of educational costs, are best positioned to improve the educational value for their learners and provide effective outputs for all stakeholders.
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Affiliation(s)
- Stephen Maloney
- School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia
| | - Nalini Pather
- Department of Anatomy, School of Medical Sciences, Faculty of Medicine, University of New South Wales, Sydney, New South Wales, Australia
| | - Jonathan Foo
- School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia
| | - Michelle D Lazarus
- Centre for Human Anatomy Education, Department of Anatomy and Developmental Biology, Faculty of Medicine Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia
- Monash Centre for Scholarship in Health Education, Faculty of Medicine Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia
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Diaz MM, Ojukwu K, Padilla J, Steed K, Schmalz N, Tullis A, Mageno A, McCleve J, White E, Stark ME, Morton DA, Seastrand G, Ray G, Lassetter J, Wilson-Ashworth HA, Wisco JJ. Who is the Teacher and Who is the Student? The Dual Service- and Engaged-Learning Pedagogical Model of Anatomy Academy. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2019; 6:2382120519883271. [PMID: 31673628 PMCID: PMC6806115 DOI: 10.1177/2382120519883271] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/26/2019] [Accepted: 09/27/2019] [Indexed: 06/10/2023]
Abstract
Anatomy Academy is a simultaneous service-learning experience for preprofessional school undergraduate students and preclinical professional students acting as classroom paraprofessional teachers (Mentors), and engaged-learning experience for fourth to sixth grade elementary school children (Students). Using didactic and kinesthetic active learning teaching strategies in small-group classroom environments, Mentors taught anatomy, physiology, and nutrition concepts to Students. In this study of the program's early years (2012-2014), overall objectives of improving Mentors' pedagogical confidence; and Students' science interest, science knowledge, and exercise self-efficacy were assessed. Mentors showed (89% response of 595 surveyed) improvement in content delivery (P < .001), student engagement (P < .001), classroom management (P < .001), and professionalism (P = .0001). Postprogram Mentor reflections were categorized into 7 major themes that demonstrated personal growth through the service-learning opportunity: (1) realization of an ability to make a difference in the world now; (2) acknowledgment of the importance of listening in teaching; (3) recognition that lives can and will change with "a little love"; (4) insight into the effectiveness of guiding Students through material rather than lecturing; (5) awareness of the value of respect in the learning environment; (6) cognizance of the power of individualized attention to motivate Students; and (7) reflection of one's own personal growth through the open influence of Students. Students showed (88% response of 1259 surveyed) improvement in science knowledge (P = .014) and exercise self-efficacy (P = .038), but not science interest (P = .371). Thus, while Students are learning more science and becoming more aware of their health, we need to be more overt in our presence as scientists in the educational arena.
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Affiliation(s)
- Molly M Diaz
- David Geffen School of Medicine,
University of California, Los Angeles, Los Angeles, CA, USA
- Jonathan and Karin Fielding School of
Public Health, University of California, Los Angeles, Los Angeles, CA, USA
- Department of Pediatrics, Pritzker
School of Medicine, The University of Chicago, Chicago, IL, USA
| | - Kenechukwu Ojukwu
- David Geffen School of Medicine,
University of California, Los Angeles, Los Angeles, CA, USA
- Department of Public Policy, Meyer and
Renee Luskin School of Public Affairs, University of California, Los Angeles, Los
Angeles, CA, USA
- Department of Pathology, Harbor-UCLA
Medical Center, Torrance CA, USA
| | - Jessica Padilla
- Department of Public Policy, Meyer and
Renee Luskin School of Public Affairs, University of California, Los Angeles, Los
Angeles, CA, USA
| | - Kevin Steed
- Department of Physiology and
Developmental Biology, Neuroscience Center, Brigham Young University, Provo, UT,
USA
- Department of Biomedical Education,
College of Osteopathic Medicine, California Health Sciences University, Clovis, CA,
USA
| | - Naomi Schmalz
- Division of Integrative Anatomy,
Department of Pathology & Laboratory Medicine, David Geffen School of Medicine,
University of California, Los Angeles, Los Angeles, CA, USA
- Department of Anatomy and Cell Biology,
Indiana University School of Medicine, Indianapolis, IN, USA
| | - Autumn Tullis
- Department of Physiology and
Developmental Biology, Neuroscience Center, Brigham Young University, Provo, UT,
USA
| | - Alex Mageno
- Department of Physiology and
Developmental Biology, Neuroscience Center, Brigham Young University, Provo, UT,
USA
| | - Jeff McCleve
- Department of Biology, Utah Valley
University, Orem, UT, USA
| | - Erik White
- Department of Biology, Utah Valley
University, Orem, UT, USA
| | - M Elena Stark
- Division of Integrative Anatomy,
Department of Pathology & Laboratory Medicine, David Geffen School of Medicine,
University of California, Los Angeles, Los Angeles, CA, USA
| | - David A Morton
- Department of Neurobiology and
Anatomy, University of Utah School of Medicine, Salt Lake City, UT, USA
| | - Gary Seastrand
- Center for the Improvement of Teacher
Education and Schooling (CITES), McKay School of Education, Brigham Young
University, Provo, UT, USA
| | - Gaye Ray
- College of Nursing, Brigham Young
University, Provo, UT, USA
| | - Jane Lassetter
- College of Nursing, Brigham Young
University, Provo, UT, USA
| | | | - Jonathan J Wisco
- Department of Physiology and
Developmental Biology, Neuroscience Center, Brigham Young University, Provo, UT,
USA
- Division of Integrative Anatomy,
Department of Pathology & Laboratory Medicine, David Geffen School of Medicine,
University of California, Los Angeles, Los Angeles, CA, USA
- Department of Neurobiology and
Anatomy, University of Utah School of Medicine, Salt Lake City, UT, USA
- Laboratory for Translational Anatomy
of Degenerative Diseases and Developmental Disorders (TAD4), Department of Anatomy
and Neurobiology, Boston University School of Medicine, Boston, MA, USA
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Chung BS, Chung MS. Homepage to distribute the anatomy learning contents including Visible Korean products, comics, and books. Anat Cell Biol 2018; 51:7-13. [PMID: 29644104 PMCID: PMC5890020 DOI: 10.5115/acb.2018.51.1.7] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2017] [Revised: 12/11/2017] [Accepted: 12/11/2017] [Indexed: 11/27/2022] Open
Abstract
The authors have operated the homepage (http://anatomy.co.kr) to provide the learning contents of anatomy. From the homepage, sectioned images, volume models, and surface models—all Visible Korean products—can be downloaded. The realistic images can be interactively manipulated, which will give rise to the interest in anatomy. The various anatomy comics (learning comics, comic strips, plastination comics, etc.) are approachable. Visitors can obtain the regional anatomy book with concise contents, mnemonics, and schematics as well as the simplified dissection manual and the pleasant anatomy essay. Medical students, health allied professional students, and even laypeople are expected to utilize the easy and comforting anatomy contents. It is hoped that other anatomists successively produce and distribute their own informative contents.
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Affiliation(s)
- Beom Sun Chung
- Department of Anatomy, Ajou University School of Medicine, Suwon, Korea
| | - Min Suk Chung
- Department of Anatomy, Ajou University School of Medicine, Suwon, Korea
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Kim J, Chung MS, Jang HG, Chung BS. The use of educational comics in learning anatomy among multiple student groups. ANATOMICAL SCIENCES EDUCATION 2017; 10:79-86. [PMID: 27233080 DOI: 10.1002/ase.1619] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/02/2015] [Revised: 03/08/2016] [Accepted: 04/12/2016] [Indexed: 06/05/2023]
Abstract
Understanding basic human anatomy can be beneficial for all students, regardless of when, or if, they will later undertake a formal course in the subject. For students who are preparing to undertake a formal anatomy course, educational comics on basic anatomy can serve as a concise and approachable review of the material. For other students, these comics can serve as a helpful and fun introduction to the human body. The objective of the comics in this study was to promote an understanding of fundamental human anatomy through self-learning among students. Based on the authors' previous teaching experience, these anatomy comics were produced in a simple, direct style. The comics were titled after the two main characters, "Anna" (a girl) and "Tommy" (a boy). These comics were then presented to groups of elementary school students, high school students, premedical students, and medical students to assess the comics' ability to enhance student interest and comprehension of basic anatomy. Quiz scores among high school students and premedical students were significantly higher among participants who read the educational comics, indicating a deeper comprehension of the subject. Among medical students, close reading of the comics was associated with improved course grades. These educational anatomy comics may be helpful tools to enrich a broad spectrum of different students in learning basic human anatomy. Anat Sci Educ 10: 79-86. © 2016 American Association of Anatomists.
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Affiliation(s)
- Jiyoon Kim
- College of Liberal Arts and Sciences, University of Colorado Denver, Denver, Colorado
| | - Min Suk Chung
- Department of Anatomy, Ajou University School of Medicine, Suwon, Republic of Korea
| | - Hae Gwon Jang
- Graduate School of Information and Communication, Ajou University, Suwon, Republic of Korea
| | - Beom Sun Chung
- Department of Anatomy, Ajou University School of Medicine, Suwon, Republic of Korea
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