Perceived Value of Computer‐Aided learning in a Gross Anatomy Course

Abstract

Results: Frequency of technology use by students was ranked using Likert scales as follows: (1) Never, (2) Rarely, (3) Sometimes, (4) Frequently, (5) Always. In response to questions regarding student use of CDs, DVDs, or software for studying for lecture or lab materials (four different questions) the averaged response was 1.70. Use of Internet resources for studying (lecture or lab) or online quizzes: averaged response from three questions, 2.39. Use of technology to help with dissections (one question), 1.26. Use of computers to access instructor's powerpoint lectures (one question), 3.82. In response to a second survey of “how useful” would these technologies be to their studying (Likert scale ranging 1‐4 with 1=not at all useful and 4=very useful), the averaged response (three questions) was 3.62. In a third survey, students were asked “how often” they would use technologies if they were available to them (Likert scale: (1) Never, (2) Rarely, (3) Sometimes, (4) Frequently, (5) Always). Use of a “searchable” anatomy atlas, radiographic atlas, or dissector available during lab/dissection sessions: averaged response of three questions, 3.99. Use of a “searchable” anatomy atlas, radiographic atlas, or dissector available outside of lab/dissection sessions: averaged response of three questions, 4.04.