Effects of Video‐Based Learning on Human Anatomy Education: A Focus on the Peritoneal Cavity and its Contents
Notice bibliographique
Résumé
Introduction In the past decades, there has been an increasing effort to modify traditional learning tools to adopt them with the new demands of students. Equal access to high quality learning opportunities as well as increasing interest in self‐paced flexible studying have initiated the use of digital medial technology to produce visual learning tools. These efforts have been accelerated in challenging circumstances, such as the presence of the recent COVID‐19 pandemic. However, the availability of high quality educational videos regarding the human gross anatomy that can match the standards of the medical curriculum is limited. Thus, it is crucial to study the effects of such videos on anatomy education. Objectives The goal of this project is to investigate the role of educational videos and their utilization in medical education with special focus on the anatomy of the human body. Method An educational video was created for learners in professional programs, covering relevant information associated with the peritoneal cavity and its contents. To begin, a cadaver was dissected to clearly expose all the anatomical structures. This process was recorded in a stepwise fashion with proper instructions. The video was edited by the Camtasia 2020 software and different features, such as labels, transitions, and quiz questions, were added to enhance students’ learning experience. This video was then uploaded on YouTube and shared with students before their virtual anatomy lab for their viewing. Finally, an online survey was designed and conducted to assess a learner's experience related to this video. Results Students were asked about their purposes of watching the video as well as their opinions regarding the quality of it and the features utilized. The video has 561 views on YouTube from November 2020 to January 2021. Analysis of the data shows that the majority of the participants who completed the online survey found the video and its features enhancing their learning of the anatomy of the peritoneum. More specifically, 92.3% of the participants mentioned their purpose for watching the video to be preparing for their anatomy lab and dissection. 95.7% of the participants reported that the video assisted them in fulfilling their aforementioned purpose. In addition, 92.9% of the participants ranked the overall quality of the video as “Very Good”. Moreover, the average score (1‐5) given by participants to the features added to the video was calculated as 4.57, 4.72, and 4.36 for labelling, transitions, and quiz questions, respectively. Conclusion The feedback received from this survey strongly suggests that using digital media technology in creating educational anatomy videos is beneficial for enhancing the learning experience of students. Video Link: https://www.youtube.com/watch?v=B‐Th9lk3TVk
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».