Computer Assisted Learning Resources Research Articles

The Impact of a Novel Computer‐assisted Learning Resource on Student Learning in Undergraduate Dissection‐ and Prosection‐based Laboratory Environments

Human anatomy is an essential subject for the medical and health sciences. Teaching and learning human anatomy each require large investments of time and resources; however, many institutions are challenged by limitations to both. As a result, the approaches used to teach human anatomy are constantly evolving to overcome these limitations and deliver meaningful learning opportunities. One common method for enhancing anatomy education is through computer‐assisted learning (CAL). The rapid growth and advancement of technology over recent decades has made the creation of CAL resources cheaper, easier, and more accessible, facilitating their rise as popular supplements to traditional approaches such as dissection (DI) and prosection (PRO). Accordingly, this study evaluated a novel CAL resource that was created for and introduced into an undergraduate DI and PRO human anatomy course at the University of Guelph between the Fall 2015 and 2016 semesters. The objective was to determine the influence of the resource on the students' academic experiences through evaluations of their course satisfaction (CS), contextual approaches to learning (SAL, characterized by deep [DA] and surface [SA] approach scores), and overall course performance.Participants reported their demographic information, CS, SAL, and use of the CAL resource through a combination of online and written surveys. Written feedback regarding their perceptions of the CAL resource was also collected and thematic analysis was performed to extract common themes. CS was compared between the Fall 2015 and Fall 2016 academic cohorts using the Mann‐Whitney U test. Comparisons of contextual SAL and performance were made using analyses of covariance with preferred SAL scores and cumulative grade averages as covariates, respectively. CAL resource use by students in both DI and PRO was then characterized and multiple linear regression analyses were used to determine correlations between their use of the resource and DA scores, SA scores, and course performance.Although the students' mean (± SEM) CS improved between the 2015 and 2016 cohorts in both DI (2015 = 74.15 ± 3.29, 2016 = 86.54 ± 1.94, p = 0.002) and PRO (2015 = 78.41 ± 5.95, 2016 = 93.55 ± 3.06, p = 0.051), the mean differences (± SEM) in DA (DI = −2.11 ± 0.53, p < 0.0005; PRO = −2.72 ± 1.03, p = 0.010) and SA (DI = 1.95 ± 0.55, p < 0.0005; PRO = 4.16 ± 1.10, p < 0.0005) scores suggested that the course presented a more surface‐oriented environment in 2016 than in 2015. Contextual SAL and course performance were not directly influenced by CAL resource use (p > 0.05); however, students in both DI (p = 0.001) and PRO (p = 0.025) who reported higher positive perceptions of the resource had higher DA scores.These findings indicated that using the CAL resource did not significantly enhance the students' learning experience. However, those who saw value in the resource and reported more positive perceptions toward it used deeper approaches to learning, which are representative of meaningful learning. Alongside the analyses of written student feedback, this suggests that the context in which CAL resources are to be disseminated may merit strong consideration before incorporating such resources into a course.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Understanding neurophobia: Reasons behind impaired understanding and learning of neuroanatomy in cross-disciplinary healthcare students.

Recent studies have highlighted a fear or difficulty with the study and understanding of neuroanatomy among medical and healthcare students. This has been linked with a diminished confidence of clinical practitioners and students to manage patients with neurological conditions. The underlying reasons for this difficulty have been queried among a broad cohort of medical, dental, occupational therapy, and speech and language sciences students. Direct evidence of the students' perception regarding specific difficulties associated with learning neuroanatomy has been provided and some of the measures required to address these issues have been identified. Neuroanatomy is perceived as a more difficult subject compared to other anatomy topics (e.g., reproductive/pelvic anatomy) and not all components of the neuroanatomy curriculum are viewed as equally challenging. The difficulty in understanding neuroanatomical concepts is linked to intrinsic factors such as the inherent complex nature of the topic rather than outside influences (e.g., lecture duration). Participants reporting high levels of interest in the subject reported higher levels of knowledge, suggesting that teaching tools aimed at increasing interest, such as case-based scenarios, could facilitate acquisition of knowledge. Newer pedagogies, including web-resources and computer assisted learning (CAL) are considered important tools to improve neuroanatomy learning, whereas traditional tools such as lecture slides and notes were considered less important. In conclusion, it is suggested that understanding of neuroanatomy could be enhanced and neurophobia be decreased by purposefully designed CAL resources. This data could help curricular designers to refocus attention and guide educators to develop improved neuroanatomy web-resources in future. Anat Sci Educ 11: 81-93. © 2017 American Association of Anatomists.

Medical student preferences for self-directed study resources in gross anatomy.

Gross anatomy instruction in medical curricula involve a range of resources and activities including dissection, prosected specimens, anatomical models, radiological images, surface anatomy, textbooks, atlases, and computer-assisted learning (CAL). These resources and activities are underpinned by the expectation that students will actively engage in self-directed study (SDS) to enhance their knowledge and understanding of anatomy. To gain insight into preclinical versus clinical medical students' preferences for SDS resources for learning gross anatomy, and whether these vary on demographic characteristics and attitudes toward anatomy, students were surveyed at two Australian medical schools, one undergraduate-entry and the other graduate-entry. Lecture/tutorial/practical notes were ranked first by 33% of 156 respondents (mean rank ± SD, 2.48 ± 1.38), textbooks by 26% (2.62 ± 1.35), atlases 20% (2.80 ± 1.44), videos 10% (4.34 ± 1.68), software 5% (4.78 ± 1.50), and websites 4% (4.24 ± 1.34). Among CAL resources, Wikipedia was ranked highest. The most important factor in selecting CAL resources was cost (ranked first by 46%), followed by self-assessment, ease of use, alignment with curriculum, and excellent graphics (each 6-9%). Compared with preclinical students, clinical students ranked software and Acland's Video Atlas of Human Anatomy higher and felt radiological images were more important in selecting CAL resources. Along with other studies reporting on the quality, features, and impact on learning of CAL resources, the diversity of students' preferences and opinions on usefulness and ease of use reported here can help guide faculty in selecting and recommending a range of CAL and other resources to their students to support their self-directed study.

Evaluation of a computer assisted learning resource in an undergraduate anatomy course

Although computer assisted learning resources are often used in undergraduate anatomy courses, systematic evaluations of how students use these resources and whether the resources are meeting course goals are less commonly conducted. This research focuses on evaluation of the Virtual Lab, a computer assisted learning resource used in an undergraduate anatomy course at Indiana University, Bloomington IN. A total of 245 students enrolled in Anatomy A215 responded to a survey assessing how and when students use the Virtual Lab during their time in the course. Survey responses reveal how much time students typically spend using the resource and whether or not students find the resource to be helpful, as well as enjoyable to use. Results of this study generate suggestions for improvement of the Virtual Lab and stress the importance of ongoing evaluation of learning resources in undergraduate anatomy courses. Grant Funding Source: none

Cluster randomized controlled trial of the impact of a computer‐assisted learning package on the learning of musculoskeletal examination skills by undergraduate medical students

To identify whether there was measurable impact of a specific computer-assisted learning (CAL) package, "Virtual Rheumatology," on the learning of musculoskeletal examination skills by medical students. We conducted 2 parallel, cluster-randomized controlled trials using undergraduate curricula at 2 locations: Newcastle and London, UK. Medical students attending a musculoskeletal rotation were allocated to the intervention (Virtual Rheumatology CD) or the control arm of the study by placement group. A formative 14-item objective structured clinical examination (OSCE) assessment on the examination of shoulder and/or knee joints was the main outcome measure at Newcastle. At London, a 17-item knee station formed part of the summative OSCE. We also used a questionnaire including a 15-item confidence log (C-Log) for self assessment of musculoskeletal examination skills and knowledge. Analysis was by intention to teach. At Newcastle, there were 112 students in the CD allocated group and 129 in the non-CD group. The CD allocated group performed significantly better on the OSCE (P = 0.002) and C-Log (P = 0.005) than the non-CD group. At London, there were 48 students in the CD allocated group and 65 in the non-CD group. The CD allocated group performed better on the knee OSCE than the non-CD group (adjusted P = 0.040), but there was little difference in the change in C-Log scores from baseline to followup between the 2 groups (P = 0.582). The Virtual Rheumatology CD has a positive impact on the acquisition of musculoskeletal examination skills in medical students. Further study is needed to see if similar advantages could be gained in other clinical specialities and how CAL resources could be effectively integrated into the medical curriculum.

Computer-Assisted Learning (CAL) for General and Specialist Nursing Education

Computer-assisted learning (CAL) may be defined as any learning that is mediated by a computer and which requires no direct interaction between the user and a human instructor in order to run. Instead, CAL presents the user with an interface (constructed by an educator skilled in the field of study) which allows the user to follow a lesson plan or may allow self-directed access to particular information of interest. CAL has been claimed to improve knowledge retention and achievement scores, en-hance clinical judgement skills and reduce required instruction time; performing as well (if not better) when compared to other more traditional education techniques. The advantages of the utilisation of CAL in nursing education can be made clear by consideration of adult education theory and curriculum design, as well as the particular learning needs of nurses themselves. Research and development into a theoretical framework for CAL design and implementation has allowed the identification of beneficial aspects of CAL resources. Although the cost of commercial software may be prohibitive to some institutions, possibilities exist for educators to create their own CAL packages relatively simply.