Role of Digital Media in Enhancing Anatomical Education: A Survey Study Focused on the Cranial Cavity and Its Contents
Notice bibliographique
Résumé
Introduction Recently, there has been an increasing effort to modify traditional learning tools to adopt them with the new demands of students by producing visual learning tools. These efforts have aimed for an equal access to high quality learning opportunities to fulfill the increasing interest in self‐paced flexible studying using digital medial technology. The emergence of COVID pandemics has highlighted these demands for these educational resources. Human gross anatomy education is one of the fields that has been impacted by recent critical situation more dramatically. Thus, it is crucial to create more educational videos in gross human anatomy and study the effects of such videos on anatomy education. Objectives This project aims for understanding the role of self‐paced educational videos in education of human body anatomy with a focus on cranial cavity and its contents. Method A video exploring the cranial cavity and its contents for learners in professional programs was filmed and edited by Camtasia 2020 software. Different features such as labels, transitions, schematic pictures, and quiz questions were added in the editing process to enhance the students’ experience. The edited video was uploaded on YouTube and shared with students taking human gross anatomy courses. The viewers were asked to complete an online survey that was designed to assess their learning experience using the video. Link to video: https://www.youtube.com/watch?v=ROGgR7mxsr8&t=107s Results The video received 2429 views, 92 likes and 29 responses to the survey from Jan 2021 to Dec 2021. Participants watched the video from different countries such as Canada, US, India, and Brazil. 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 human body. More specifically, 82.8% of students selected “to prepare for my anatomy lab” as their main purpose for viewing the video and 93.1% choose “Strongly Agree” when asked if the videos helped them fulfill their purpose. Moreover, on the 1‐5 scale, the average score of 4.59, 4.66, 4.41, and 4.86 were given by students for the quality of labelling, transitions, quiz questions, and overall quality of the video, respectively. Conclusion In conclusion, the feedback received from this survey strongly suggests that using digital media is beneficial for enhancing the anatomical learning experience of students.
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 machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,012 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,002 | 0,002 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,001 |
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 source (Gemma direct ou Codex distillé), 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 ».