The Pedagogical Analysis of Digital Media Utilization in the Anatomical Sciences: An Innovative Approach to Teaching the Cadaveric Dissection and Anatomy of the Heart
Notice bibliographique
Résumé
Introduction The anatomical sciences have been regarded as the cornerstone of medical education for centuries. Although vital for healthcare students, understanding the human anatomy can be cognitively challenging, especially for beginner learners. Furthermore, lectures and cadaveric dissections as traditional teaching methods can be costly for the corresponding faculty. With advancements in technology, however, multimedia may harbour great potential to assist educators in their tasks and supplement the traditional pedagogy of teaching anatomy. Additionally, learners can have greater accessibility and flexibility to strengthen their knowledge outside of curricular time and learn at their own pace, respectively. Thus, the impact of utilizing multimedia on anatomy education prompts further investigation. Objectives The purposes of this study include understanding the role of a video‐based dissection and anatomy guide and investigating its impact on medical education via learners’ attitudes. Methods A video‐based guide on the cadaveric dissection and anatomy of the heart was filmed at the University of British Columbia, edited using the Camtasia 2020 software, and made available to learners via YouTube, a media platform that is readily accessible to the public. The video features a list of learning objectives, step‐by‐step dissection of the heart, the associated and labeled gross anatomical structures, important and labeled notes related to the structures, dissection techniques for learners, and review questions for viewers to test their knowledge on the content discussed. A feedback survey was included at the end of the video, and responses were collected for a period of three months. Results From October 2020 to January 2021, the cadaveric dissection guide and anatomy video of the heart received 2,036 views, 90 “Likes” and 0 “Dislikes”. During this time, a total number of 65 respondents provided feedback. The majority of respondents are from Canada (90.8%), study Doctor of Medicine (93.8%), and are in their first year of their degree (86.2%). When asked about their purpose(s) for watching this video, respondents indicated that they used the video to prepare for their anatomy lab(s) and dissection(s) (86.2%), anatomy lecture(s) (58.5%), examination(s) (52.3%), for self‐studying (46.2%), and for pleasure (16.9%). Although only 3.2% of the viewers completed the survey, an astonishing number of respondents strongly agreed that the video assisted them in fulfilling their goal(s) (81.5%). On a 5‐Point Likert Scale (“Very Poor” = 1; “Very Good” = 5), the organization and logical flow of the video received the highest score and had the lowest standard deviation (4.80 ± 0.47), while the transitions between contents received the lowest score and had the highest standard deviation (4.45 ± 0.79); the overall quality and rating of the video received a score of 4.71 ± 0.52. Conclusion In summary, the results indicate that multimedia, at least in the format of a video‐based guide, can supplement a learner’s understanding of the dissection and anatomy of the heart. Additionally, video‐directed learning is greatly beneficial in helping them fulfill their purpose(s).
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 | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 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 ».