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Yilmaz H, Güler H. Can video-assisted and three-dimensional (3D) anatomy teaching be an alternative to traditional anatomy teaching? Randomized controlled trial on muscular system anatomy. Clin Anat 2024; 37:227-232. [PMID: 37382417 DOI: 10.1002/ca.24088] [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: 11/21/2022] [Revised: 05/26/2023] [Accepted: 06/19/2023] [Indexed: 06/30/2023]
Abstract
The aim of this study was to determine the optimal method for teaching human anatomy by comparing classical laboratory (traditional), video-assisted and three-dimensional (3D) application methods for students who had previously received only online academic anatomy education. GPower 3.1.9.4 was used for power analysis to establish sample size. After power analysis, it was decided to have 28 people in each group. Participants were given pre-anatomy education tests and divided into four matched groups: Group 1: no additional education, Group 2: Video-assisted education, Group 3: Applied 3D anatomy education, Group 4: Practical laboratory anatomy education. Each group received 5 weeks of education in muscular system anatomy. The pre-test results showed no statistically significant differences among the groups. The post-test results showed statistically significant improvement in scores (p < 0.001): group 4; 59%, group 3; 33%, group 2; 9%. The difference between group 1 and group 2 was statistically significant (p < 0.01). The difference between the groups in post hoc comparisons with all other groups was also statistically significant (p < 0.001). The results of this study show that while the optimal anatomy teaching method is conservative, the best alternative is 3D application.
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Affiliation(s)
- Halil Yilmaz
- Department of Anatomy, Faculty of Medicine, Ordu University, Ordu, Turkey
| | - Hatice Güler
- Department of Anatomy, Faculty of Medicine, Erciyes University, Kayseri, Turkey
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Xu Z, Zhou X, Watts J, Kogut A. The effect of student engagement strategies in online instruction for data management skills. EDUCATION AND INFORMATION TECHNOLOGIES 2023; 28:1-18. [PMID: 36714439 PMCID: PMC9871430 DOI: 10.1007/s10639-022-11572-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/10/2022] [Revised: 11/29/2022] [Accepted: 12/28/2022] [Indexed: 06/18/2023]
Abstract
Evaluating the effectiveness of teaching methods for synchronous online instruction is integral to fostering student engagement and maximizing student learning, particularly in one-time workshops or seminars. Using the lens of social constructivism theory, this study investigated the effect of different approaches of synchronous online instruction on the development of graduate students' research data management (RDM) skills during the post-pandemic era. One experimental group received teacher-centered instruction primarily via lecture and the second experimental group received student-centered instruction with active learning activities. A one-way ANCOVA was used to compare the post-test RDM scores between one control group and the two experimental groups, while controlling for the impact of their pre-test RDM scores. Both experimental groups who received online RDM instruction scored higher than participants from the control group who received no instruction. Additionally, our results indicated that learners who were exposed to more engaged and collaborative instruction demonstrated higher learning outcomes than students who received teacher-centered instruction. These findings suggest that interactive teaching that actively engages the audience is essential for successful synchronous online learning. Simply transferring a lecture-based approach to online teaching will not result in optimal student engagement and learning. The interactive online instructional strategies used in this study (e.g., collective note-taking, Google Jamboard activities) can be applied to any instructional content to engage learners and enhance student learning.
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Affiliation(s)
- Zhihong Xu
- Department of Agricultural Leadership, Education, and Communications, Texas A&M University, 77843 College Station, TX USA
| | - Xuan Zhou
- Department of Educational Psychology, Texas A&M University, 77843 College Station, TX USA
| | | | - Ashlynn Kogut
- Department of Teaching, Learning, and Culture, Texas A&M University, 77843 College Station, TX USA
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Morra CN, Fultz R, Raut SA. A Lesson from the Pandemic: Utilizing Digital Tools To Support Student Engagement during Instructional Assistant-Led Sessions. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2022; 23:00143-22. [PMID: 36532207 PMCID: PMC9753610 DOI: 10.1128/jmbe.00143-22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/29/2022] [Accepted: 09/20/2022] [Indexed: 06/02/2023]
Abstract
Student instructional assistants (IAs) are an integral part of most students' college experience in higher education. When properly trained, IAs can improve students' grades, engagement with course content, persistence, and retention. Recently, the COVID-19 pandemic forced the transition of nearly all instructional practices online. At the University of Alabama at Birmingham, IAs, including Biology Learning Assistants (BLAs), began hosting their instructional sessions virtually, outside of class time. The goals of these sessions were to reinforce fundamental concepts using active learning strategies and to address student questions by building a supportive learning community. In this article, we summarize the training and guidance we provided to the BLAs regarding how best to adapt digital educational tools to engage students during their virtual sessions. We recommend that institutions of higher education recognize the expansion of digital educational tools as an opportunity to increase the technological literacy and competence of their IAs to best serve their student body in this increasingly digital age of education.
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Affiliation(s)
- Christina N. Morra
- Department of Biology, The University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Robert Fultz
- Department of Neuroscience, Cell Biology, & Anatomy, University of Texas Medical Branch, Galveston, Texas, USA
| | - Samiksha A. Raut
- Department of Biology, The University of Alabama at Birmingham, Birmingham, Alabama, USA
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Shamsuddin SA, Woon CK, Hadie SN. Feedback from medical student on an interactive online anatomy practical using the Google Jamboard platform. J Taibah Univ Med Sci 2022; 18:234-243. [PMID: 36817220 PMCID: PMC9926110 DOI: 10.1016/j.jtumed.2022.08.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2022] [Revised: 07/29/2022] [Accepted: 08/30/2022] [Indexed: 11/26/2022] Open
Abstract
Objective The disruption caused by COVID-19 in anatomy education has forced the transition of in-person to online learning. Despite the increasing use of technology-enhanced tools in online classes, anatomy lecturers face significant difficulty in making classes interactive. Hence, this study explored the feasibility of a web-based virtual whiteboard, Google Jamboard (GJ) for two online anatomy practical classes. Methods This was a qualitative phenomenology study conducted on 116 second-year medical students from two Malaysian public universities via teleconferencing applications that allowed synchronous small-group activities. Each group was given a different link to 10 GJ slides that featured plain anatomy diagrams and instructions for the group task. Upon completion of the tasks, the students presented their tasks to the whole class. An online feedback form was distributed at the end of the practical session to explore the experience of the students when using the tool. Results Thematic analysis of student responses generated seven themes that reflected perceived learning benefits, challenges faced by the students, and suggestions for future improvement. Conclusions These findings suggest that GJ is a useful tool for promoting collaborative learning in virtual anatomy education. Nevertheless, the impact of this tool on the attainment of learning outcomes remains unknown. Hence, more widescale research is needed to confirm our findings.
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Affiliation(s)
- Shamsi A. Shamsuddin
- Department of Anatomy, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kota Bharu, Kelantan, Malaysia,Corresponding address: Department of Anatomy, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, 16150, Kota Bharu, Kelantan, Malaysia.
| | - Choy K. Woon
- Department of Anatomy, Faculty of Medicine, Universiti Teknologi MARA, Selangor, Malaysia
| | - Siti N.H. Hadie
- Department of Anatomy, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kota Bharu, Kelantan, Malaysia
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Campbell-Montalvo R, Lucy Putwen A, Hill L, Metcalf HE, Sims EL, Peters JW, Zimmerman AN, Gillian-Daniel DL, Leibnitz GM, Segarra VA. Scientific Societies Integrating Gender and Ethnoracial Diversity Efforts: A First Meeting Report from Amplifying the Alliance to Catalyze Change for Equity in STEM Success (ACCESS+). JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2022; 23:e00340-21. [PMID: 35340448 PMCID: PMC8941930 DOI: 10.1128/jmbe.00340-21] [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: 12/17/2021] [Accepted: 02/02/2022] [Indexed: 06/14/2023]
Abstract
Professional STEM societies have been identified as an important lever to address STEM diversity, equity, and inclusion. In this Perspectives article, we chronicle the highlights of the first Amplifying the Alliance to Catalyze Change for Equity in STEM Success (ACCESS+) convening held in September 2021. Here, we introduce the three-part ACCESS+ approach using a model that entails (i) completion of a DEI self-assessment known as the equity environmental scanning tool, (ii) guided action plan development and iteration, and (iii) sustained participation in a community of practice.
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Affiliation(s)
- Rebecca Campbell-Montalvo
- Amplifying the Alliance to Catalyze Change for Equity in STEM Success (ACCESS+), Women in Engineering ProActive Network, Washington, DC, USA
- Department of Curriculum and Instruction, Neag School of Education, University of Connecticut, Storrs, Connecticut, USA
| | - Andrea Lucy Putwen
- Amplifying the Alliance to Catalyze Change for Equity in STEM Success (ACCESS+), Women in Engineering ProActive Network, Washington, DC, USA
| | - Lucas Hill
- Wisconsin Center for Education Research, University of Wisconsin–Madison, Madison, Wisconsin, USA
| | - Heather E. Metcalf
- Amplifying the Alliance to Catalyze Change for Equity in STEM Success (ACCESS+), Women in Engineering ProActive Network, Washington, DC, USA
- ADVANCE Resource and Coordination Network (ARC Network), Women in Engineering ProActive Network, Washington, DC, USA
| | - Ershela L. Sims
- Amplifying the Alliance to Catalyze Change for Equity in STEM Success (ACCESS+), Women in Engineering ProActive Network, Washington, DC, USA
- ADVANCE Resource and Coordination Network (ARC Network), Women in Engineering ProActive Network, Washington, DC, USA
| | - Jan W. Peters
- School of Engineering and Innovation, Open University, Milton Keynes, United Kingdom
| | | | - Donald L. Gillian-Daniel
- Amplifying the Alliance to Catalyze Change for Equity in STEM Success (ACCESS+), Women in Engineering ProActive Network, Washington, DC, USA
- Wisconsin Center for Education Research, University of Wisconsin–Madison, Madison, Wisconsin, USA
| | - Gretalyn M. Leibnitz
- Amplifying the Alliance to Catalyze Change for Equity in STEM Success (ACCESS+), Women in Engineering ProActive Network, Washington, DC, USA
| | - Verónica A. Segarra
- Amplifying the Alliance to Catalyze Change for Equity in STEM Success (ACCESS+), Women in Engineering ProActive Network, Washington, DC, USA
- Department of Biology, High Point University, High Point, North Carolina, USA
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