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Cuglan S, Gas S. Are YouTube videos about skull bone anatomy useful for students? Clin Anat 2024; 37:344-352. [PMID: 38308488 DOI: 10.1002/ca.24138] [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: 06/09/2023] [Revised: 11/26/2023] [Accepted: 01/19/2024] [Indexed: 02/04/2024]
Abstract
The aim of this study was to evaluate the content, quality, and functionality of YouTube videos on the anatomy of skull bones and to measure their educational usefulness. In this cross-sectional study, the keywords "skull bones" and "skull anatomy" were searched in the YouTube search tab. Demographic data such as type, source, duration, upload date, and view rates of the videos were recorded. The quality and content of the videos were measured using the total content score (TCS), modified DISCERN scale, JAMA score, and Global Quality Scale (GQS). SPSS 26.0 software was used for statistical analysis. Twenty-five (34.7%) of the first 72 videos found by keyword searches were included in the study. According to the GQS criteria, six of them (24%) were considered useful and 19 (76%) not useful. There was a strong statistically significant correlation between the GQS and DISCERN scores (r = 0.813, p < 0.001). There were strong statistically significant positive correlations between TCS and GQS scores (r = 0.887, p < 0.001) and between TCS and modified DISCERN scores (r = 0.691, p < 0.001). Additionally, there was a moderately strong statistically significant positive correlation between GQS and JAMA scores (r = 0.507, p < 0.05). There were also moderately strong statistically significant correlations between JAMA score and DISCERN score (r = 0.521, p < 0.001), video length (r = 0.416, p < 0.05), number of comments (r = 0.457, p < 0.05), and number of "likes" (r = 0.608, p < 0.001). There was a moderately strong statistically significant positive correlation between TCS and JAMA scores (r = 0.431, p < 0.05). Most YouTube videos have insufficient information about skull bones to meet the expectations of medical and dental school curricula. Anatomists and institutions should be encouraged to prepare and present YouTube videos using assessment systems such as DISCERN, JAMA, GQS, and TCS, in line with current anatomy curricula.
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Affiliation(s)
- Songul Cuglan
- Department of Anatomy, Faculty of Medicine, Istanbul Beykent University, Istanbul, Turkey
| | - Selin Gas
- Department of Oral and Maxillofacial Surgery, Faculty of Dentistry, Istanbul Beykent University, Istanbul, Turkey
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Booker J, Woodward C, Taylor C, Robson A, Border S. Creating evidence-based engaging online learning resources in neuroanatomy. ANATOMICAL SCIENCES EDUCATION 2024; 17:605-619. [PMID: 38105631 DOI: 10.1002/ase.2367] [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: 07/26/2021] [Revised: 11/23/2023] [Accepted: 11/30/2023] [Indexed: 12/19/2023]
Abstract
Online anatomical resources are rising in popularity since the COVID-19 pandemic, but the pedagogical principles and effectiveness of their use remain unclear. This article aims to demonstrate evidence-informed ways in which fellow educators can create engaging online learning resources in clinical neuroanatomy and compare the effectiveness of text-based and online learning resources. Data were analyzed from the Soton Brain Hub (SBH) YouTube page. Separately, a cross-sectional study comparing the learning gain of using text-based and video resources was done. The knowledge gain and retention were compared between groups using a pre-teaching and post-teaching multiple choice questions. YouTube analytics showed the average time a viewer spends on a video was found to be highly correlated to the length of the video, r = 0.77, p < 0.001 (0.69-0.82). The cross-sectional study indicated a significant difference in mean normalized learning gain of video resources 61.9% (n = 53, CI 56.0-67.7%) versus text resources 49.6% (n = 23, CI 39.1-60.1%) (p = 0.030). However, there was no difference in retained learning gain between video resources 39.1% (n = 29, CI 29.2-49.0%) versus text-based 40.0% (n = 13, CI 23.9-56.1%) (p = 0.919). Students engage most with short videos less than 5 min which reduces the intrinsic load of learning. Online resources are as effective as text-based resources in providing learning gain and retention. In the future, the continued rise in popularity of online learning resources may result in further reduction in traditional face-to-face teaching.
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Affiliation(s)
- James Booker
- Department of Academic Surgery, University Hospital Southampton, Southampton, UK
| | | | - Charles Taylor
- Faculty of Medicine, University of Southampton, Southampton General Hospital, Southampton, UK
| | - Alistair Robson
- Royal Bournemouth Hospital, University Hospitals Dorset NHS Foundation Trust, Bournemouth, UK
| | - Scott Border
- Faculty of Medicine, University of Southampton, Southampton General Hospital, Southampton, UK
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
- Department of Anatomy, School of Life Sciences, University of Glasgow, Glasgow, UK
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Patera E, Khamuani MP. Animated PowerPoint Videos: An Underutilized Anatomy Educational Tool? MEDICAL SCIENCE EDUCATOR 2024; 34:477-483. [PMID: 38686152 PMCID: PMC11055829 DOI: 10.1007/s40670-024-02007-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/14/2024] [Indexed: 05/02/2024]
Abstract
The subject of anatomy is an integral component of medical and dental education which are constantly evolving. Hence, educators continuously attempt to take advantage of technological advancements to create resources that will improve students' higher cognitive skills. This article describes the creation of an e-learning resource in the form of an animated PowerPoint video that was designed based on evidence-based principles and educational theories to introduce the concept of tooth anatomy. Additionally, it outlines how this resource can be potentially integrated into a broader educational system as well as encourage anatomy and medical educators to use less complex technological equipment to create accessible educational resources.
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Affiliation(s)
- Eleni Patera
- Section of Anatomy, St George’s University of London, London, UK
| | - Munesh Pal Khamuani
- Postgraduate Program in Medical Education, University of Nottingham, Queen’s Medical Centre, Nottingham, UK
- School of Medicine, Faculty of Health Sciences and Wellbeing, University of Sunderland, Sunderland, UK
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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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Alzoubi H, Karasneh R, Irshaidat S, Abuelhaija Y, Abuorouq S, Omeish H, Daromar S, Makhadmeh N, Alqudah M, Abuawwad MT, Taha MJJ, Baniamer A, Abu Serhan H. Exploring the Use of YouTube as a Pathology Learning Tool and Its Relationship With Pathology Scores Among Medical Students: Cross-Sectional Study. JMIR MEDICAL EDUCATION 2023; 9:e45372. [PMID: 37999954 DOI: 10.2196/45372] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/28/2022] [Revised: 02/26/2023] [Accepted: 05/25/2023] [Indexed: 11/25/2023]
Abstract
BACKGROUND YouTube is considered one of the most popular sources of information among college students. OBJECTIVE This study aimed to explore the use of YouTube as a pathology learning tool and its relationship with pathology scores among medical students at Jordanian public universities. METHODS This cross-sectional, questionnaire-based study included second-year to sixth-year medical students from 6 schools of medicine in Jordan. The questionnaire was distributed among the students using social platforms over a period of 2 months extending from August 2022 to October 2022. The questionnaire included 6 attributes. The first section collected demographic data, and the second section investigated the general use of YouTube and recorded material. The remaining 4 sections targeted the participants who used YouTube to learn pathology including using YouTube for pathology-related content. RESULTS As of October 2022, 699 students were enrolled in the study. More than 60% (422/699, 60.4%) of the participants were women, and approximately 50% (354/699, 50.6%) were second-year students. The results showed that 96.5% (675/699) of medical students in Jordan were using YouTube in general and 89.1% (623/699) were using it as a source of general information. YouTube use was associated with good and very good scores among the users. In addition, 82.3% (575/699) of medical students in Jordan used YouTube as a learning tool for pathology in particular. These students achieved high scores, with 428 of 699 (61.2%) students scoring above 70%. Most participants (484/699, 69.2%) reported that lectures on YouTube were more interesting than classic teaching and the lectures could enhance the quality of learning (533/699, 76.3%). Studying via YouTube videos was associated with higher odds (odds ratio [OR] 3.86, 95% CI 1.33-11.18) and lower odds (OR 0.27, 95% CI 0.09-0.8) of achieving higher scores in the central nervous system and peripheral nervous system courses, respectively. Watching pathology lectures on YouTube was related to a better chance of attaining higher scores (OR 1.96, 95% CI 1.08-3.57). Surprisingly, spending more time watching pathology videos on YouTube while studying for examinations corresponded with lower performance, with an OR of 0.46 (95% CI 0.26-0.82). CONCLUSIONS YouTube may play a role in enhancing pathology learning, and aiding in understanding, memorization, recalling information, and obtaining higher scores. Many medical students in Jordan have positive attitudes toward using YouTube as a supplementary pathology learning tool. Based on this, it is recommended that pathology instructors should explore the use of YouTube and other emerging educational tools as potential supplementary learning resources.
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Affiliation(s)
- Hiba Alzoubi
- Department of Basic Medical Sciences, Faculty of Medicine, Yarmouk University, Irbid, Jordan
| | - Reema Karasneh
- Department of Basic Medical Sciences, Faculty of Medicine, Yarmouk University, Irbid, Jordan
| | - Sara Irshaidat
- Department of Pediatric, King Hussein Cancer Center, Amman, Jordan
| | | | - Saleh Abuorouq
- Urology Division, Department of Clinical Medical Sciences, Faculty of Medicine, Yarmouk University, Irbid, Jordan
| | | | - Shrouq Daromar
- Department of Pathology and Microbiology, The University of Jordan, Amman, Jordan
| | - Naheda Makhadmeh
- Department of Journalism, College of Mass Communication, Yarmouk University, Irbid, Jordan
| | - Mohammad Alqudah
- Pathology Division, Department of Basic Medical Sciences, Faculty of Medicine, Jordan University of Science and Technology, Irbid, Jordan
| | - Mohammad T Abuawwad
- Department of Clinical Medicine, Kasr Alainy Faculty of Medicine, Cairo University, Cairo, Egypt
| | - Mohammad J J Taha
- Department of Clinical Medicine, Kasr Alainy Faculty of Medicine, Cairo University, Cairo, Egypt
| | | | - Hashem Abu Serhan
- Department of Ophthalmology, Hamad Medical Corporations, Doha, Qatar
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Funjan K, Ashour L, Salameh M, Mustafa A, Seed Ahmed M. Perceptions and Attitudes of Jordanian Medical Students on Using 3D Interactive Anatomy Dissection in Teaching and Learning Anatomy. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:837-844. [PMID: 37560611 PMCID: PMC10406572 DOI: 10.2147/amep.s419333] [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: 04/29/2023] [Accepted: 07/29/2023] [Indexed: 08/11/2023]
Abstract
BACKGROUND AND AIMS This study evaluates the use of virtual anatomy dissection (Anatomage Table) in teaching anatomy for Jordanian medical students. The study also highlights any gender differences in students' perception on this method of teaching anatomy. METHODS This is a cross-sectional questionnaire-based study that was carried out on medical students enrolled in Al-Balqa Applied University, a Jordanian public university. A group of expert anatomists designed a questionnaire that investigates the students' perceptions and attitudes toward using virtual anatomy dissection. The questionnaire also investigated student's opinions and expectations on the impact of using this method on the academic achievement of students. RESULTS The findings of the study showed that most students agreed that Anatomage Table helped them better understand (64.3%) and memorize (64%) anatomy lectures. In addition, most students were interested in using this learning method in lab groups (72.3%). However, the didactic approach that combined anatomical models and the Anatomage Table was preferred over the unilateral approach that included only the Anatomage Table (80.5% vs 30.2%, p<0.001, r=0.9). Of note, there was a statistically significant difference between males and females in their preference for Anatomage Table (p<0.001), and in their perceptions on the impact of Anatomage Table on understanding of lectures (p<0.001) and memorization of anatomical structures (p=0.004). CONCLUSION The Anatomage Table is a powerful teaching and learning method in undergraduate medical education. Its application to Al-Balqa Applied University has proven to be effective so far. It can be used to overcome the problems facing anatomical education in the college of medicine in Al-Balqa Applied University and perhaps other universities in Jordan, but this needs better cooperation between universities and stakeholders to provide adequate funding for this method.
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Affiliation(s)
- Khaled Funjan
- Department of Basic Medical Sciences, Faculty of Medicine, Al-Balqa Applied University, Al-Salt, Jordan
| | - Laith Ashour
- Department of Basic Medical Sciences, Faculty of Medicine, Al-Balqa Applied University, Al-Salt, Jordan
| | - Muna Salameh
- Department of Basic Medical Sciences, Faculty of Medicine, Al-Balqa Applied University, Al-Salt, Jordan
| | - Ayman Mustafa
- Department of Basic Medical Sciences, College of Medicine, QU Health, Qatar University, Doha, Qatar
| | - Mohammed Seed Ahmed
- Department of Basic Medical Sciences, College of Medicine, QU Health, Qatar University, Doha, Qatar
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Patel C, Snyder J. Using Whiteboard Animation and Patient Narratives for Learning Clinical Ophthalmology: Student Perspectives. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:585-593. [PMID: 37325129 PMCID: PMC10263155 DOI: 10.2147/amep.s408254] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Accepted: 05/27/2023] [Indexed: 06/17/2023]
Abstract
Purpose In ophthalmology, an area that lacks teaching time in university, whiteboard animation and patient narratives may be untapped resources for learning. This research will seek student perspectives on both formats. The authors hypothesise that these formats would be a useful learning tool for clinical ophthalmology in the medical curriculum. Patients and Methods The principal aims were to report the prevalence of using whiteboard animation and patient narratives to learn clinical ophthalmology and determine medical students' perspectives on their satisfaction and value as a learning tool. A whiteboard animation and patient narrative video on an ophthalmological condition were provided to students attending two medical schools in South Australia. Following this, they were asked to provide feedback via an online questionnaire. Results A total of 121 wholly answered surveys were obtained. 70% of students use whiteboard animation for medicine, but only 28% use it for ophthalmology. There was a significant association between the qualities of the whiteboard animation and satisfaction (P<0.001). 25% of students use patient narratives for medicine, but only 10% use it for ophthalmology. Nonetheless, most of the students reported that patient narratives are engaging and improve memory. Conclusion The consensus is that these learning methods would be welcome in ophthalmology if more content like this were available. According to medical students, whiteboard animation and patient narratives are helpful methods of learning ophthalmology, and a continued effort should be made for their use.
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Affiliation(s)
- Chirag Patel
- College of Medicine and Public Health, Flinders University, Flinders Medical Centre, Bedford Park, SA, Australia
| | - Joseph Snyder
- College of Medicine and Public Health, Flinders University, Flinders Medical Centre, Bedford Park, SA, Australia
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Abualadas HM, Xu L. Achievement of learning outcomes in non-traditional (online) versus traditional (face-to-face) anatomy teaching in medical schools: A mixed method systematic review. Clin Anat 2023; 36:50-76. [PMID: 35969356 PMCID: PMC10087909 DOI: 10.1002/ca.23942] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2022] [Revised: 08/04/2022] [Accepted: 08/04/2022] [Indexed: 12/14/2022]
Abstract
In recent years, the logistical challenges posed by the Covid-19 pandemic have prompted medical educators teaching gross anatomy to explore an expanded use of online instructional modalities. There is concern that this shift to online anatomy education in medical schools could affect long-term learning outcomes for future healthcare providers. In this systematic review, the educational effectiveness of online anatomy teaching is compared with traditional ("face-to-face") teaching methods, specifically in terms of students' academic performance and satisfaction. A search of four databases identified and screened 162 studies. Subsequently, 31 studies were analyzed, including both (a) teaching outcome measures (test scores) and (b) student satisfaction ratings. Authors chose studies, extracted data, assessed quality and examined risk of bias. Nineteen studies compared students' academic performances between online and face-to-face teaching methods. Twenty-six studies measured students' levels of satisfaction in both teaching methods. Both qualitative and quantitative analyses of the data revealed comparable academic performances with no statistical difference between the two teaching methods, but a higher level of satisfaction with face-to-face teaching. The findings confirm that students can learn from online teaching but are more satisfied with face-to-face teaching. The authors conclude that online teaching cannot replace traditional teaching and there is no preference for one type of modality over the other. Therefore, a multi-modal learning approach combining online with face-to-face educational modalities for medical students could be efficient and successful.
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Affiliation(s)
- Hana M Abualadas
- Department of Structural and Cellular Biology, School of Medicine, Tulane University, New Orleans, Louisiana, USA.,Department of Neurological Sciences, Robert Larner M.D. College of Medicine, University of Vermont, South Burlington, Vermont, USA
| | - Lu Xu
- Department of Structural and Cellular Biology, School of Medicine, Tulane University, New Orleans, Louisiana, USA
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El-Dwairi QA, Mustafeh I, Khatatbih M, Malki MI, Mustafa AG. Medical education across three colleges of medicine: perspectives of medical students. Heliyon 2022; 8:e11426. [PMID: 36387468 PMCID: PMC9647486 DOI: 10.1016/j.heliyon.2022.e11426] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2022] [Revised: 09/26/2022] [Accepted: 10/31/2022] [Indexed: 11/08/2022] Open
Abstract
Aim This study aimed to explore and evaluate various components of the medical education process (lectures, labs, small-group discussions, clinical rotations, and undergraduate research) in three colleges of medicine in Jordan. Methods This cross-sectional questionnaire-based study included 849 undergraduate students from three main medical colleges in Jordan. Statically valid responses were considered for 684 students. The participants were from Jordan University of Science and Technology, Yarmouk University, and the University of Jordan. Results The distribution of students according to their admission status was 276 (40%) regular, 266 (38.9%) parallel, and 142 (20.8%) international programs. Personal interest and self-initiation were the major motives for studying medicine in 66.1%. Regarding the frequency of attending classes, University of Jordan students reported the highest rate of regular classes' attendance (93%). The study also reported that lecture notes and textbooks were the main sources of learning for medical students. The study also reported superior academic performance of students in the regular program compared to students in the parallel and international programs. Participants of the study criticized the medical curricula in the three colleges mentioned above because of the lack of active research programs. Most of the students (40%–56%) also complained that the lectures within the modules were not well-integrated, and they felt that the academic environment was moderate (48–59%). In addition, most students in the clinical phase complained of overcrowding in hospital wards during clinical rotation. Conclusions Based on students' feedback, multiple aspects of the medical education process require substantial reform to meet the expectations of medical students in Jordan.
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Stone D, Longhurst GJ, Dulohery K, Campbell T, Richards A, O’Brien D, Franchi T, Hall S, Border S. A Multicentre Analysis of Approaches to Learning and Student Experiences of Learning Anatomy Online. MEDICAL SCIENCE EDUCATOR 2022; 32:1117-1130. [PMID: 36160292 PMCID: PMC9483883 DOI: 10.1007/s40670-022-01633-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/06/2022] [Indexed: 06/01/2023]
Abstract
INTRODUCTION The approaches to learning students adopt when learning anatomy online could yield important lessons for educators. Dissection room teaching can encourage students to adopt a deep approach to learning anatomy. It was therefore hypothesized that the proportion of students adopting a deep approach to learning would be lower in a population learning anatomy online. This research aims to investigate the experiences of students learning anatomy online during the COVID-19 pandemic and the approaches to learning they adopted. METHODS A survey was distributed to medical students at 7 universities across the UK and Ireland. The survey included two previously validated questionnaires: Approaches and Study Skills Inventory for Students and Anatomy Learning Experience Questionnaire. RESULTS The analysis included 224 unique student responses. Students' approach to learning mirrored reports from previous studies conducted during face-to-face tuition with 44.3% adopting deep, 40.7% strategic, 11.4% surface, and 3.6% combined learning approaches. The university (p = 0.019) and changes to formative (p = 0.016) and summative (p = 0.009) assessments significantly impacted approach to learning. Students reported that online resources were effective but highlighted the need for clearer guidance on how to find and use them successfully. CONCLUSION It is important to highlight that students value in-person opportunities to learn from human cadaveric material and hence dissection room sessions should remain at the forefront of anatomical education. It is recommended that future online and/or blended provisions of anatomy teaching include varied resources that maximize engagement with media featuring cadaveric specimens. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-022-01633-7.
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Affiliation(s)
- Danya Stone
- Department of Medical Education, Brighton and Sussex Medical School, Brighton, East Sussex, BN1 9PX UK
| | - Georga J. Longhurst
- Department of Anatomical Sciences, St George’s University of London, London, SW17 0RE UK
| | - Kate Dulohery
- School of Medicine, University of Sunderland, Sunderland, SR1 3SD UK
| | - Thomas Campbell
- School of Medicine, University College Dublin, Dublin, D04 V1W8 Ireland
| | | | - Dominic O’Brien
- Department of Medical Education, Brighton and Sussex Medical School, Brighton, East Sussex, BN1 9PX UK
| | - Thomas Franchi
- School of Medicine, University of Sheffield, Sheffield, S10 2TN UK
| | - Samuel Hall
- Centre for Learning Anatomical Sciences, Southampton University, Southampton, SO17 1BJ UK
| | - Scott Border
- Department of Anatomy, University of Glasgow, Glasgow, G12 8QQ UK
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Content Analysis of YouTube Videos on Radiographic Anatomy on Dental Panoramic Images. Healthcare (Basel) 2022; 10:healthcare10081382. [PMID: 35893204 PMCID: PMC9332186 DOI: 10.3390/healthcare10081382] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2022] [Revised: 07/20/2022] [Accepted: 07/22/2022] [Indexed: 01/17/2023] Open
Abstract
The radiographic anatomy on dental panoramic images is essential knowledge for proper diagnosis and treatment planning purposes. No prior study has examined the content of YouTube videos with regard to radiographic anatomy on panoramic radiography. The objective of this study was to provide a content analysis on these videos. The initial search string was: (panoramic anatomy). An additional search was performed with the search string: (OPG landmarks). By screening the resultant videos and their related videos (recommended by YouTube as a list on the right of the screen), a total of 62 videos were screened. Videos were excluded if they were irrelevant (e.g., focusing on radiographic errors without covering the anatomy), elaborating mainly with drawings without showing the landmarks on panoramic images, duplicate videos, and non-English speaking. Finally, 38 videos were included and analyzed. Most of them showed clear panoramic images and had clear tracing or delineation of the anatomical landmarks. On average, each video described 26 landmarks, including 12.3 from the midfacial region, 8.2 from the mandible, and 5.2 from soft tissue/air space/others. The videos were of good quality in general, with some frequent shortcomings being lack of visual aid with skull and schematic diagrams, and lack of discussion on clinical relevance. The maxillary sinus was the structure mostly involved in wrong information, particularly the wrong delineation of its posterior wall.
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Krakowiak M, Rak M, Krakowiak P, Racisz K, SłOniewski P, Ilczak T, Krakowiak A. YouTube as a source of information on carbon monoxide poisoning: a content-quality analysis. Int J Occup Med Environ Health 2022; 35:285-295. [PMID: 35119057 PMCID: PMC10464766 DOI: 10.13075/ijomeh.1896.01882] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Accepted: 10/06/2021] [Indexed: 10/19/2022] Open
Abstract
OBJECTIVES The variety of clinical presentation on the topic of carbon monoxide (CO) intoxication ranges from slight headache to coma or death. YouTube allows patients to search not only for entertainment but also medical advice. Therefore, the aim of this study was to evaluate the content and quality of YouTube videos concerning CO poisoning as a source of knowledge for non-medical audience. MATERIAL AND METHODS On the December 8, 2020 a YouTube search was conducted for the following phrases: "carbon monoxide poisoning," "carbon monoxide symptoms," "CO poisoning," "carbon monoxide asphyxiation," "carbon monoxide intoxication" using the "incognito mode" and without attachment to Google Account. The search results were set as: "default" in the YouTube browser. The first 50 results were taken into consideration. Two raters, a specialist in emergency medicine and a specialist in clinical toxicology rated videos with Quality Criteria for Consumer Health Information (DISCERN), Global Quality Score (GQS) and Journal of the American Medical Association (JAMA). "VidIQ Vision for YouTube" plug-in was used. RESULTS Ninety-five videos were included. The interclass coefficient for DISCERN, GQS and JAMA scores were: 0.8, 0.74 and 0.62 reaching good and moderate reliability. The mean DISCERN/GQS/JAMA was 28.1 (SD 7.9), 2.5 (SD 0.8) and 1.1 (SD 0.7) respectively. Higher DISCERN/GQS/JAMA had videos providing information on: exposure time, treatment options, hyperbaric chamber indications as well as physician speaker (p < 0.05). Video Power Index was higher when the video contained animations and presented patients own history of CO exposure but not influenced the DISCERN/ GQS/JAMA scores. Videos providing misleading information had a higher like ratio. CONCLUSIONS The overall video quality was poor indicating inappropriate educational and informative value for patients who search information about carbon monoxide poisoning. Int J Occup Med Environ Health. 2022;35(3):285-95.
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Affiliation(s)
- Michał Krakowiak
- Medical University of Gdańsk, Neurosurgery Department, Gdańsk, Poland
| | - Małgorzata Rak
- University of Bielsko-Biala, Faculty of Health Sciences, Department of Emergency Medicine, Bielsko-Biała, Poland
| | - Paweł Krakowiak
- Medical University of Lodz, Military Medical Faculty, Łódź, Poland
| | - Kinga Racisz
- Medical University of Lodz, Military Medical Faculty, Łódź, Poland
| | - Paweł SłOniewski
- Medical University of Gdańsk, Neurosurgery Department, Gdańsk, Poland
| | - Tomasz Ilczak
- University of Bielsko-Biala, Faculty of Health Sciences, Department of Emergency Medicine, Bielsko-Biała, Poland
| | - Anna Krakowiak
- Nofer Institute of Occupational Medicine, Department of Toxicology, Łódź, Poland
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Selten JW, Nazari T, Andriessen EH, Konings S, Wiggers T, de Jonge J. Standardized videos in addition to the surgical curriculum in Medical Education for surgical clerkships: a cohort study. BMC MEDICAL EDUCATION 2022; 22:384. [PMID: 35590406 PMCID: PMC9121575 DOI: 10.1186/s12909-022-03314-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/13/2021] [Accepted: 03/17/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Medical students are expected to translate the theoretical knowledge gained during their study to practical knowledge during the clerkships. A surgical educational platform with standardized videos may be the solution. However, the effects of a structured online video-based platform in addition to the standard curriculum on students' self-reported and tested surgical knowledge during the surgical clerkship must be assessed. METHODS Fourth-year medical students (n = 178) participated in a 6-week course of theoretical and practical training followed by a 10-week in-hospital clerkship in the Erasmus University Medical Center (Erasmus MC), Rotterdam, The Netherlands and 11 affiliated general hospitals. Ninety students followed the usual surgical curriculum (control group), followed by 88 students who were given voluntary access to a video-based surgical educational platform of Incision Academy (video group). At the start (T0) and end (T1) of the clerkship, both groups filled out a surgical knowledge test and a survey regarding their self-reported surgical knowledge and their access to available study sources. Supervisors were blinded and surveyed concerning students' performance and their acquired knowledge. We analyzed the data using paired and unpaired student t-tests and linear regression. RESULTS At the end of the clerkship, students in the video group indicated that they had better resources at their disposal than the control group for surgical procedures (p = 0.001). Furthermore, students in the video group showed a greater increase in self-reported surgical knowledge during their clerkship (p = 0.03) and in more objectively tested surgical knowledge (p < 0.001). CONCLUSIONS An online surgical educational platform with standardized videos is a valuable addition to the current surgical curriculum according to students and their supervisors. It improves their test scores and self-reported surgical knowledge. Students feel better prepared and more able to find the information necessary to complete the clerkship. TRIAL REGISTRATION Registry not necessary according to ICMJE guidelines.
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Affiliation(s)
- J W Selten
- Department of Surgery, Erasmus University Medical Center, Doctor Molewaterplein 40, 3015, GD, Rotterdam, the Netherlands.
| | - T Nazari
- Department of Surgery, Erasmus University Medical Center, Doctor Molewaterplein 40, 3015, GD, Rotterdam, the Netherlands
| | | | - S Konings
- Department of Surgery, Erasmus University Medical Center, Doctor Molewaterplein 40, 3015, GD, Rotterdam, the Netherlands
| | - T Wiggers
- Incision Academy, Amsterdam, the Netherlands
| | - J de Jonge
- Department of Surgery, Erasmus University Medical Center, Doctor Molewaterplein 40, 3015, GD, Rotterdam, the Netherlands
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Sobaih AEE, Palla IA, Baquee A. Social Media Use in E-Learning amid COVID 19 Pandemic: Indian Students' Perspective. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19095380. [PMID: 35564771 PMCID: PMC9103976 DOI: 10.3390/ijerph19095380] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/24/2022] [Revised: 04/08/2022] [Accepted: 04/27/2022] [Indexed: 02/06/2023]
Abstract
As a result of the COVID-19 epidemic, most educational institutions shifted to online education. Students and faculty members in many public institutions, particularly those in developing countries, are hampered by the absence of formal online learning management systems. Responding to COVID-19, many institutions in developing countries adopted social media sites to maintain e-learning and sustain education process. The distinction between online and real-world communities is becoming increasingly narrow, especially among the younger generations who have grown up with social media at their fingertips. This research explores perspectives of higher education students in India regarding the use of social media for e-learning amid the COVID-19 pandemic. For this purpose, an online questionnaire was directed to a sample of higher education students in India via a personal network. The results showed that students were more satisfied with their use of social media because of their perceptions of its ease of use and usefulness. The majority of the students are active on social media for 1−2 h daily (p < 0.01). YouTube was the platform of choice among all the respondents (n = 154; 36%). The results confirmed that students feel that social media websites have a significant positive impact on their overall academic performance (p < 0.01). Novel methods of teaching and learning are constantly being sought out by educators. The present moment is an opportunity to examine and analyze the theoretical benefits of social media technologies and consider their relative advantages for education through the use of technology’s ability to enhance student learning.
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Affiliation(s)
- Abu Elnasr E. Sobaih
- Management Department, College of Business Administration, King Faisal University, Al-Ahsaa 31982, Saudi Arabia
- Faculty of Tourism and Hotel Management, Helwan University, Cairo 12612, Egypt
- Correspondence:
| | - Ishfaq Ahmad Palla
- Library and Information Science Department, School of Media and Communication, Pondicherry University, Pondicherry 605014, India; (I.A.P.); (A.B.)
| | - Abdul Baquee
- Library and Information Science Department, School of Media and Communication, Pondicherry University, Pondicherry 605014, India; (I.A.P.); (A.B.)
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15
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Younes NA, Al Khader A, Odeh H, Al-Zou’bi KF, Al-Shatanawi TN. Live in Front of Students Teaching Sessions (LISTS): a Novel Learning Experience from Jordan During the COVID-19 Pandemic. MEDICAL SCIENCE EDUCATOR 2022; 32:457-461. [PMID: 35223142 PMCID: PMC8861596 DOI: 10.1007/s40670-022-01510-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 01/21/2022] [Indexed: 06/14/2023]
Abstract
Objective The COVID-19 pandemic uncovered innovative approaches in medical education. Modifications are needed to overcome the drawbacks of pure online teaching. Our study aimed at testing a hybrid method of live online practical anatomy sessions in which an element of face-to-face teacher-student interaction is maintained. Methods We performed an experiment with a one-group design in which medical and medical laboratory sciences students were taught different practical anatomy topics using either purely online or live in front of students teaching sessions (LISTS). Students' performance and perceptions were quantitatively assessed. Results For 108 medical laboratory sciences students, the mean quiz scores were significantly higher for the topics taught by the LISTS approach (p = 0.025). For two groups of 13 and 17 medical students, the performance in exams was significantly higher for the topics taught using the LISTS method (p = 0.000 and 0.011, respectively) with large effect sizes. Students' perceptions of preference, enjoyment, and satisfaction were all in favor of LISTS. Conclusions Our results confirmed that keeping at least a minimum of interaction between the teacher and students can have a significant improvement in the performance and engagement in practical anatomy sessions for health professionals. The results indicate that the extra effort of LISTS was worth it.
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Affiliation(s)
- Nidal A. Younes
- Department of Surgery, Faculty of Medicine, Al-Balqa Applied University, Al-Salt, Jordan
| | - Ali Al Khader
- Department of Pathology and Forensic Medicine, Faculty of Medicine, Al-Balqa Applied University, Al-Salt, Jordan
| | - Hadeel Odeh
- Department of Basic Medical Sciences, Faculty of Medicine, Al-Balqa Applied University, Al-Salt, Jordan
| | - Khaled Funjan Al-Zou’bi
- Department of Basic Medical Sciences, Faculty of Medicine, Al-Balqa Applied University, Al-Salt, Jordan
| | - Tariq N. Al-Shatanawi
- Department of Public Health and Community Medicine, Faculty of Medicine, Al-Balqa Applied University, Al-Salt, Jordan
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16
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Krakowiak M, Fercho J, Piwowska K, Yuser R, Szmuda T, Słoniewski P. YouTube as a Source of Patient Information for Meningiomas: A Content Quality and Audience Engagement Analysis. Healthcare (Basel) 2022; 10:healthcare10030506. [PMID: 35326984 PMCID: PMC8953264 DOI: 10.3390/healthcare10030506] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2022] [Revised: 02/28/2022] [Accepted: 03/07/2022] [Indexed: 02/06/2023] Open
Abstract
YouTube (YT) has become a popular health information reservoir. In this study, we aimed to evaluate the content and quality of YT videos as a source of patient information for meningiomas. A YT search was conducted for the following terms: “meningioma”, “meningiomas”, “meningeal tumor”, and “psammoma”. A total of 119 videos were examined by five independent raters, using validated quality criteria, including the Quality Criteria for Consumer Health Information (DISCERN), the Journal of the American Medical Association instrument (JAMA), and the Global Quality Score (GQS). The mean DISCERN score was 35.6 points, while the mean GQS and JAMA scores were 2.4 and 1.8, respectively. The majority of the videos were produced in the United States (37.82%). Moreover, 47.9% of the evaluated videos were graded as “poor” and only 9.24% were “good”. Statistically higher scores in all three scoring systems were associated with the following information: tumor localization, clinical manifestations, indications for surgery, treatment options, risks, adjuvant therapies, results, follow up, diagrams, and those that featured a doctor as the speaker. Misleading information was presented in 35 productions. Our findings show that the overall quality of YT on the topic of meningiomas is defective, and requires further improvement and evaluation.
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Affiliation(s)
- Michał Krakowiak
- Neurosurgery Department, Medical University of Gdansk, 80-952 Gdansk, Poland; (J.F.); (T.S.); (P.S.)
- Correspondence:
| | - Justyna Fercho
- Neurosurgery Department, Medical University of Gdansk, 80-952 Gdansk, Poland; (J.F.); (T.S.); (P.S.)
| | - Kaja Piwowska
- Student’s Scientific Circle of Neurosurgery, Neurosurgery Department, Medical University of Gdansk, 80-952 Gdansk, Poland; (K.P.); (R.Y.)
| | - Rami Yuser
- Student’s Scientific Circle of Neurosurgery, Neurosurgery Department, Medical University of Gdansk, 80-952 Gdansk, Poland; (K.P.); (R.Y.)
| | - Tomasz Szmuda
- Neurosurgery Department, Medical University of Gdansk, 80-952 Gdansk, Poland; (J.F.); (T.S.); (P.S.)
| | - Paweł Słoniewski
- Neurosurgery Department, Medical University of Gdansk, 80-952 Gdansk, Poland; (J.F.); (T.S.); (P.S.)
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Santos VA, Barreira MP, Saad KR. Technological resources for teaching and learning about human anatomy in the medical course: Systematic review of literature. ANATOMICAL SCIENCES EDUCATION 2022; 15:403-419. [PMID: 34664384 DOI: 10.1002/ase.2142] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2021] [Revised: 10/12/2021] [Accepted: 10/14/2021] [Indexed: 06/13/2023]
Abstract
The consolidation of technology as an alternative strategy to cadaveric dissection for teaching anatomy in medical courses was accelerated by the recent Covid-19 pandemic, which caused the need for social distance policies and the closure of laboratories and classrooms. Consequently, new technologies were created, and those already been developed started to be better explored. However, information about many of these instruments and resources is not available to anatomy teachers. This systematic review presents the technological means for teaching and learning about human anatomy developed and applied in medical courses in the last ten years, besides the infrastructure necessary to use them. Studies in English, Portuguese, and Spanish were searched in MEDLINE, Scopus, ERIC, LILACS, and SciELO databases, initially resulting in a total of 875 identified articles, from which 102 were included in the analysis. They were classified according to the type of technology used: three-dimensional (3D) printing (n = 22), extended reality (n = 49), digital tools (n = 23), and other technological resources (n = 8). It was made a detailed description of technologies, including the stage of the medical curriculum in which it was applied, the infrastructure utilized, and which contents were covered. The analysis shows that between all technologies, those related to the internet and 3D printing are the most applicable, both in student learning and the financial cost necessary for its structural implementation.
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Affiliation(s)
- Vinícius A Santos
- School of Medicine, Universidade Federal do Vale do São Francisco, Petrolina, Brazil
| | - Matheus P Barreira
- School of Medicine, Universidade Federal do Vale do São Francisco, Petrolina, Brazil
| | - Karen R Saad
- Department of Morphology, School of Medicine, Universidade Federal do Vale do São Francisco, Petrolina, Brazil
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18
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Al‐Alami ZM, Adwan SW, Alsous M. Remote learning during Covid-19 lockdown: A study on anatomy and histology education for pharmacy students in Jordan. ANATOMICAL SCIENCES EDUCATION 2022; 15:249-260. [PMID: 34951117 PMCID: PMC9011493 DOI: 10.1002/ase.2165] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/12/2020] [Revised: 12/04/2021] [Accepted: 12/20/2021] [Indexed: 06/14/2023]
Abstract
The Covid-19 pandemic has changed almost all aspects of education. The anatomy and histology courses for pharmacy students focus heavily on the face-to-face communication of theory and practical knowledge, and due to the pandemic, only theory content was delivered in an online format. This brought up many concerns about pharmacy student preparedness. This work explores the effectiveness and student perspective of remote teaching of the theoretical anatomy and histology course in Jordanian universities from the perspective of pharmacy students. The objectives are to determine the strengths, challenges, and the effectiveness of remote delivery on student learning. An online-based validated questionnaire was distributed to students majoring in Pharmacy and enrolled in the course during the second semester of 2019-2020 at 11 universities in Jordan. A total of 442 students participated in the study. Results showed that there were significant differences in perceptions of the social media platforms used in distance learning and remote delivery of the course. Most participants had positive perceptions of the educational process and studying via distance learning. There were many strengths noted including time flexibility and several challenges such as the lack of face-to-face interaction with instructors, inadequate internet connectivity, and technical issues. In conclusion, online-taught anatomy and histology course during the Covid-19 lockdown in Jordan was a success as perceived by students, but the course still possessed challenges need to be overcome in the future.
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Affiliation(s)
- Zina M. Al‐Alami
- Department of Medical Laboratory SciencesFaculty of Allied Medical SciencesAl‐Ahliyya Amman UniversityAmmanJordan
- Pharmacological and Diagnostic Research CenterAl‐Ahliyya Amman UniversityAmmanJordan
| | - Sofia W. Adwan
- Department of Medical Laboratory SciencesFaculty of Allied Medical SciencesAl‐Ahliyya Amman UniversityAmmanJordan
- Pharmacological and Diagnostic Research CenterAl‐Ahliyya Amman UniversityAmmanJordan
| | - Mervat Alsous
- Department of Clinical Pharmacy and Pharmacy PracticeFaculty of PharmacyYarmouk UniversityIrbidJordan
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19
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Mahdy MAA, Sayed RKA. Evaluation of the online learning of veterinary anatomy education during the Covid-19 pandemic lockdown in Egypt: Students' perceptions. ANATOMICAL SCIENCES EDUCATION 2022; 15:67-82. [PMID: 34714602 PMCID: PMC8653125 DOI: 10.1002/ase.2149] [Citation(s) in RCA: 16] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2021] [Revised: 10/11/2021] [Accepted: 10/26/2021] [Indexed: 05/21/2023]
Abstract
The sudden shift of veterinary anatomy teaching from traditional to online mode during the coronavirus disease 2019 (Covid-19) pandemic lockdown was a major challenge used for the first time in Egyptian veterinary medical schools. This study aimed to evaluate the students' perspectives regarding the shift of veterinary anatomy teaching to online mode during the lockdown in Egypt. A total of 502 students from all veterinary medical schools in Egypt (n = 17) answered the questionnaire. The results revealed that nearly two-thirds of students felt enthusiastic about studying anatomy online during the pandemic. Moreover, approximately 63% of students were satisfied with the provided learning materials, 66% were able to understand anatomy using the online learning system during the lockdown period, 67% were comfortable with technological skills during their online study, and 47% believed that online learning of anatomy could replace face-to-face teaching. Therefore, despite the problems associated with the emergency switch to remote teaching, it appears to be a suitable alternative in teaching veterinary anatomy in Egyptian universities during this pandemic crisis in Egyptian universities. Moreover, the study provided several measurements to overcome the common problems associated with this challenging method for future application, such as providing three-dimensional virtual tools and electronic devices with either free or low-priced Internet packages, and measuring students' understanding before and after each lecture. This is the first study to solicit the early students' feedback regarding the emergency shift to online veterinary anatomy teaching which might help decision-makers in Egypt for future implementation of online learning of veterinary anatomy.
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Affiliation(s)
- Mohamed A. A. Mahdy
- Department of Anatomy and EmbryologyFaculty of Veterinary MedicineSouth Valley UniversityQenaEgypt
| | - Ramy K. A. Sayed
- Department of Anatomy and EmbryologyFaculty of Veterinary MedicineSohag UniversitySohagEgypt
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20
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Mustafa AG, Taha NR, Zaqout S, Ahmed MS. Teaching Musculoskeletal Module using dissection videos: feedback from medical students. BMC MEDICAL EDUCATION 2021; 21:604. [PMID: 34876111 PMCID: PMC8650229 DOI: 10.1186/s12909-021-03036-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/11/2021] [Accepted: 11/24/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND AND AIMS Over the last two decades many medical schools have been exploring alternatives to hands-on cadaver dissection in teaching anatomy. This study aimed at reporting medical students' feedback on using dissection videos in teaching anatomy of the musculoskeletal system. METHODS Dissection videos were used to teach the anatomy of the musculoskeletal system for third year medical students. At the end of the module, feedbacks from medical students were reported using a questionnaire designed for this purpose. Statistically valid responses were considered for 284 students. RESULTS Around 60% of the students enjoyed learning anatomy by watching dissection videos but the majority - mostly non-Jordanian - thought that the duration of the videos should be shorter. 83% (236/284)of the students enjoyed the presence of an instructor to guide them through the video and 85% (241/284) wanted to discuss the content with the instructor after watching. Most of the students liked to have access to the videos at any time in an open lab policy. Only 23% (66/284) of the students - mostly Jordanian - were willing to completely replace cadaveric prosections with dissection videos. Most of the students found that dissection videos helped them to understand anatomy lectures in a better way and in memorizing anatomical details. A significantly higher percentage of Jordanian students preferred watching dissection videos at home and preferred dissection videos to replace traditional anatomy lab sessions. CONCLUSIONS In the light of our present findings, using dissection videos as a teaching method of anatomy was well received by students. However, it seemed that the students wanted dissection videos to be integrated with using cadaveric prosections rather than replacing them.
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Affiliation(s)
- Ayman G Mustafa
- Department of Basic Medical Sciences, College of Medicine, QU Health, Qatar University, Doha, Qatar.
- Biomedical and Pharmaceutical Research Unit, QU Health, Qatar University, Doha, Qatar.
| | - Nour R Taha
- Department of Anatomy, Faculty of Medicine, Jordan University of Science and Technology, Irbid, Jordan
| | - Sami Zaqout
- Department of Basic Medical Sciences, College of Medicine, QU Health, Qatar University, Doha, Qatar
- Biomedical and Pharmaceutical Research Unit, QU Health, Qatar University, Doha, Qatar
| | - Mohammed Seed Ahmed
- Department of Basic Medical Sciences, College of Medicine, QU Health, Qatar University, Doha, Qatar
- Biomedical and Pharmaceutical Research Unit, QU Health, Qatar University, Doha, Qatar
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21
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Patera E. Is There a Correlation Between How Medical Students Study and Prepare for Anatomy and the Reasons Why They Find Anatomy Difficult? ANATOMICAL SCIENCES EDUCATION 2021; 14:853-855. [PMID: 33876582 DOI: 10.1002/ase.2091] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Revised: 04/14/2021] [Accepted: 04/14/2021] [Indexed: 06/12/2023]
Affiliation(s)
- Eleni Patera
- Department of Anatomy, School of Biomedical Sciences, College of Medical and Dental Sciences, Institute of Clinical Sciences, University of Birmingham, Birmingham, United Kingdom
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22
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Guckian J, Utukuri M, Asif A, Burton O, Adeyoju J, Oumeziane A, Chu T, Rees EL. Social media in undergraduate medical education: A systematic review. MEDICAL EDUCATION 2021; 55:1227-1241. [PMID: 33988867 DOI: 10.1111/medu.14567] [Citation(s) in RCA: 33] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/26/2020] [Revised: 05/06/2021] [Accepted: 05/08/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION There are over 3.81 billion worldwide active social media (SoMe) users. SoMe are ubiquitous in medical education, with roles across undergraduate programmes, including professionalism, blended learning, well being and mentoring. Previous systematic reviews took place before recent explosions in SoMe popularity and revealed a paucity of high-quality empirical studies assessing its effectiveness in medical education. This review aimed to synthesise evidence regarding SoMe interventions in undergraduate medical education, to identify features associated with positive and negative outcomes. METHODS Authors searched 31 key terms through seven databases, in addition to references, citation and hand searching, between 16 June and 16 July 2020. Studies describing SoMe interventions and research on exposure to existing SoMe were included. Title, abstract and full paper screening were undertaken independently by two reviewers. Included papers were assessed for methodological quality using the Medical Education Research Study Quality Instrument (MERSQI) and/or the Standards for Reporting Qualitative Research (SRQR) instrument. Extracted data were synthesised using narrative synthesis. RESULTS 112 studies from 26 countries met inclusion criteria. Methodological quality of included studies had not significantly improved since 2013. Engagement and satisfaction with SoMe platforms in medical education are described. Students felt SoMe flattened hierarchies and improved communication with educators. SoMe use was associated with improvement in objective knowledge assessment scores and self-reported clinical and professional performance, however evidence for long term knowledge retention was limited. SoMe use was occasionally linked to adverse impacts upon mental and physical health. Professionalism was heavily investigated and considered important, though generally negative correlations between SoMe use and medical professionalism may exist. CONCLUSIONS Social media is enjoyable for students who may improve short term knowledge retention and can aid communication between learners and educators. However, higher-quality study is required to identify longer-term impact upon knowledge and skills, provide clarification on professionalism standards and protect against harms.
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Affiliation(s)
- Jonathan Guckian
- Dermatology Department, Leeds Teaching Hospitals NHS Trust, Yorkshire, UK
- School of Medical Education, Newcastle University, Newcastle Upon Tyne, UK
| | - Mrudula Utukuri
- School of Clinical Medicine, University of Cambridge, Cambridge, UK
| | - Aqua Asif
- Leicester Medical School, University of Leicester, Leicester, UK
| | - Oliver Burton
- Warwick Medical School, University of Warwick, Coventry, UK
| | - Joshua Adeyoju
- Faculty of Medicine, University of Southampton, Southampton, UK
| | - Adam Oumeziane
- School of Medicine, Anglia Ruskin University, Chelmsford, UK
| | - Timothy Chu
- School of Medical Education, Newcastle University, Newcastle Upon Tyne, UK
| | - Eliot L Rees
- School of Medicine, Keele University, Newcastle-under-Lyme, UK
- Research Department of Primary Care and Population Health, University College London, London, UK
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Identification of Preferred Learning Style of Medical and Dental Students Using VARK Questionnaire. BIOMED RESEARCH INTERNATIONAL 2021; 2021:4355158. [PMID: 34708122 PMCID: PMC8545508 DOI: 10.1155/2021/4355158] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/26/2021] [Revised: 10/01/2021] [Accepted: 10/05/2021] [Indexed: 11/18/2022]
Abstract
Students have unique preferences when it comes to knowledge acquisition, information processing, retention in memory, and recall. This study is aimed at examining the preferred learning styles of medical and dental undergraduate students of Pakistan. It is also aimed at investigating the influence of gender, preclinical or clinical academic year, and academic record on the preferred learning style. A descriptive cross-sectional study was conducted in Pakistan. The learning styles of undergraduate students were identified using visual, aural, read/write, and kinesthetic (VARK) questionnaire. Students were also asked about their satisfaction towards teaching style of their teachers in institute. Descriptive statistics were done to characterize the learning styles of the students. The Fisher test and chi-square test were used to compare the learning preferences between genders and public/private sector students and among preclinical/clinical years. A p value of less than 0.05 was considered significant. A total of 1473 students participated in the study. Among the students, 39.37% preferred unimodal learning style whereas 60.62% preferred multimodal style. Kinesthetic (K) and visual (V) were the most preferred unimodal styles. The preferred learning styles of female students are aural (A), visual (V), and kinesthetic (K), whereas male students preferred visual (V) and kinesthetic more (K). Students with lower academic record chose unimodal styles in comparison to high achievers that chose multimodal styles. Students of clinical year preferred multimodal and quadmodal styles in comparison to preclinical year students. An alarming 78% of students were dissatisfied with their teacher's instructional style. Majority of students prefer multimodal learning styles over unimodal style. Gender, public/private sector, and academic record have influence on the preference of learning styles. Majority of the students are dissatisfied with their teacher's instructional style and rely on social media platforms for understanding. Academics need to adapt their teaching methods according to student preferences in order to get better graduates.
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Farhan S, Al-Imam A, Motyka MA. Evaluation of Anatomy Course Teaching and Learning Outcomes for Iraqi Pharmacy Students: Internet-based Learning versus Blended Learning During the Pandemic. Open Access Maced J Med Sci 2021. [DOI: 10.3889/oamjms.2021.6771] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
BACKGROUND: Academic courses of human anatomy need to be reviewed periodically by students to ensure better learning outcomes, especially when the teaching process became internet-dependent during the pandemic.
AIM: Our study aims to explore pharmacy students’ opinions concerning the theoretical and practical elements of the anatomy course taught in the College of Pharmacy at Al-Rafidain University.
MATERIALS AND METHODS: The ethical committee of the College of Pharmacy at Al-Rafidain University approved the study. We prepared a questionnaire (Cronbach’s Alpha = 0.735) to evaluate the positive and negative aspects of the teaching process. The questionnaire was presented as an online survey to pharmacy students (n = 305) who finished their anatomy course in two learning modalities, Internet-based learning (n1 = 105, 34.43%) and blended learning (BL) (n2 = 200, 65.57%).
RESULTS: Participants of both groups were satisfied with the syllabus, using internet-based materials, and problem-based learning concerning the theoretical aspect of the course. Concerning practical knowledge, both groups preferred using cadavers instead of dummies, and they verified the beneficial effect of online educational materials and computer-based applications. Pharmacy students demanded more than one anatomy course, while students from the BL group considered the anatomy course duration insufficient. Concerning the practical knowledge, students’ marks were superior for students using BL, and the opposite was the case with theoretical knowledge.
CONCLUSIONS: BL is favored by Iraqi undergraduate pharmacy students; perhaps, it is attributed to the lively interaction between students and the teaching staff. We conclude that internet resources can be supportive of the classical teaching of anatomy.
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Dulohery K, Scully D, Longhurst GJ, Stone DM, Campbell T. Emerging from emergency pandemic pedagogy: A survey of anatomical educators in the United Kingdom and Ireland. Clin Anat 2021; 34:948-960. [PMID: 33998056 PMCID: PMC8239787 DOI: 10.1002/ca.23758] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2021] [Accepted: 05/14/2021] [Indexed: 12/23/2022]
Abstract
It is critical that academic opinion of pandemic pedagogy is comprehensively quantified in order to inform future practices. Thus, this study examines how anatomists in the United Kingdom (UK) and Republic of Ireland (ROI) perceive the teaching adaptations made in response to COVID-19, and how these adaptations have impacted their experiences teaching, their online work environment and community. Data was collected via a questionnaire from 24 anatomists across 15 universities in the UK (11) and ROI (4). With regards to teaching, 95.6% of academics have upskilled in new technologies to meet the demands of distance teaching. Academics (95.8%) preferred face-to-face delivery of practical sessions. Most universities (80.0%) reported that practical sessions will continue in a new form that ensures social distancing. However, 50.0% of academics are uncertain if these adaptations will improve student learning. Many anatomists believe that the new adaptations may hinder student-student (66.7%) and student-tutor (45.8%) interactions. Regarding assessment, 52.6% of academics preferred traditional methods to online. Remote online assessment was difficult to protect against collusion, but provided time saving opportunities for academics. Finally, in terms of working environment, 83.3% of academics stated that their workload increased; 54.2% preferred working on site rather than remotely and 79.2% think that staff interactions are better when working on site. These results demonstrate a widespread concern amongst anatomists regarding the pandemic-induced adaptations to teaching, assessment and working environment. However, important opportunities were also identified that could ultimately serve to benefit students and educators alike.
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Affiliation(s)
- Kate Dulohery
- School of Medicine, University of SunderlandSunderlandUK
| | - Deirdre Scully
- Department of AnatomyTrinity College Dublin, the University of Dublin, School of MedicineDublinIreland
| | | | - Danya M. Stone
- Department of Medical EducationBrighton and Sussex Medical School, University of SussexBrightonUK
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Ortadeveci A, Ermez MN, Oz S, Ozden H. A survey study on distance anatomy education: challenges unique to anatomy. Surg Radiol Anat 2021; 44:41-47. [PMID: 34031717 PMCID: PMC8143068 DOI: 10.1007/s00276-021-02772-z] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2021] [Accepted: 05/17/2021] [Indexed: 11/27/2022]
Abstract
PURPOSE Traditional anatomy education (TAE) is based on teaching by seeing and touching cadavers/plastic materials that enable three-dimensional thinking, but there was no opportunity like this in distance anatomy education (DAE). Due to the COVID-19 pandemic in 2020, many trainings planned face-to-face were carried out remotely. In this study, our aim is to evaluate students' views on the efficiency of DAE, and to increase the efficiency of DAE in the future. METHODS The questionnaire used in the study was applied to the first grade students in the Faculty of Medicine, at the Eskisehir Osmangazi University, in 2019-2020. 239 students completed the survey. The questionnaire consisted of the demographic information, that was obtained with voluntary consent, and sections containing suggestions on DAE, and its comparison with distance education of other basic medical science courses. The survey was prepared as a Likert scale (with 1 = totally disagree to 5 = totally agree), on Google forms and sent to the students online. RESULTS 82.4% of the students marked "totally disagree" or "disagree" for the statement of "DAE is more efficient than TAE". The total percentage of students who marked "totally disagree" or "disagree" for the statement of "I was satisfied with the theoretical education in DAE" was 58.6%, but when it came to practical education the percentage raised to 79.9%. CONCLUSIONS According to the results the efficiency of DAE, especially in terms of practice lessons, was found to be lower than TAE. To make DAE a powerful alternative to TAE, future studies should aim to develop a new syllabus for DAE.
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Affiliation(s)
- Abdullah Ortadeveci
- Department of Anatomy, Faculty of Medicine, Eskisehir Osmangazi University, Eskisehir, Turkey.
| | - Merve Nur Ermez
- Department of Anatomy, Faculty of Medicine, Eskisehir Osmangazi University, Eskisehir, Turkey
| | - Semih Oz
- Health Services Vocational School, Eskisehir Osmangazi University, Eskisehir, Turkey
| | - Hilmi Ozden
- Department of Anatomy, Faculty of Medicine, Eskisehir Osmangazi University, Eskisehir, Turkey
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Iwanaga J, Loukas M, Dumont AS, Tubbs RS. A review of anatomy education during and after the COVID-19 pandemic: Revisiting traditional and modern methods to achieve future innovation. Clin Anat 2021; 34:108-114. [PMID: 32681805 PMCID: PMC7404762 DOI: 10.1002/ca.23655] [Citation(s) in RCA: 125] [Impact Index Per Article: 41.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2020] [Accepted: 07/15/2020] [Indexed: 12/16/2022]
Abstract
The coronavirus disease 2019 (COVID-19) pandemic has had enormous effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal way to learn anatomy since the 17th century. As it is difficult to predict future access to cadavers for students or in-person classes, anatomy educators are encouraged to revisit all possible teaching methods in order to develop innovations. Here, we review anatomy education methods to apply to current and future education.
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Affiliation(s)
- Joe Iwanaga
- Department of NeurosurgeryTulane University School of MedicineNew OrleansLouisianaUSA
- Department of NeurologyTulane University School of MedicineNew OrleansLouisianaUSA
- Dental and Oral Medical CenterKurume University School of MedicineFukuokaJapan
- Department of AnatomyKurume University School of MedicineFukuokaJapan
| | - Marios Loukas
- Department of AnatomyUniversity of Warmia and MazuryOlsztynPoland
- Department of Anatomical SciencesSt. George's UniversitySt. George'sGrenada
| | - Aaron S. Dumont
- Department of NeurosurgeryTulane University School of MedicineNew OrleansLouisianaUSA
| | - R. Shane Tubbs
- Department of NeurosurgeryTulane University School of MedicineNew OrleansLouisianaUSA
- Department of Structural & Cellular BiologyTulane University School of MedicineNew OrleansLouisianaUSA
- Department of Neurosurgery and Ochsner Neuroscience InstituteOchsner Health SystemNew OrleansLouisianaUSA
- Department of Anatomical SciencesSt. George's UniversitySt. George'sGrenada
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Davis LS, León B, Bourk MJ, Finkler W. Transformation of the media landscape: Infotainment versus expository narrations for communicating science in online videos. PUBLIC UNDERSTANDING OF SCIENCE (BRISTOL, ENGLAND) 2020; 29:688-701. [PMID: 32729396 DOI: 10.1177/0963662520945136] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Society is undergoing a transformation in the way people consume media: increasingly we are using online on-demand videos, with the fastest growing segment of online videos about science being user-generated content that uses an infotainment style of delivery, in contrast to the traditional expository narrations of professionally generated content. In this study, we produced two otherwise identical videos about climate change to test the effects of an infotainment or expository narration. A total of 870 survey participants (419 English; 451 Spanish) were randomly presented with either an infotainment or expository version of the video. The expository narration was liked and believed more, and this held irrespective of language, age, sex or online viewing habits. However, the infotainment version was liked more by viewers without a university education and, further, viewers were better able to recall information from it, suggesting that user-generated content with infotainment-style narrations may actually be good for increasing public understanding of science.
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