ERIC Number: EJ1159340
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Teaching Neuroanatomy Using Computer-Aided Learning: What Makes for Successful Outcomes?
Svirko, Elena; Mellanby, Jane
Anatomical Sciences Education, v10 n6 p560-569 Nov-Dec 2017
Computer-aided learning (CAL) is an integral part of many medical courses. The neuroscience course at Oxford University for medical students includes CAL course of neuroanatomy. CAL is particularly suited to this since neuroanatomy requires much detailed three-dimensional visualization, which can be presented on screen. The CAL course was evaluated using the concept of approach to learning. The aims of university teaching are congruent with the deep approach--seeking meaning and relating new information to previous knowledge--rather than to the surface approach of concentrating on rote learning of detail. Seven cohorts of medical students (N = 869) filled in approach to learning scale and a questionnaire investigating their engagement with the CAL course. The students' scores on CAL-course-based neuroanatomy assessment and later university examinations were obtained. Although the students reported less use of the deep approach for the neuroanatomy CAL course than for the rest of their neuroanatomy course (mean = 24.99 vs. 31.49, P < 0.001), deep approach for CAL was positively correlated with neuroanatomy assessment performance (r = 0.12, P < 0.001). Time spent on the CAL course, enjoyment of it, the amount of CAL videos watched and quizzes completed were each significantly positively related to deep approach. The relationship between deep approach and enjoyment was particularly notable (25.5% shared variance). Reported relationships between deep approach and academic performance support the desirability of deep approach in university students. It is proposed that enjoyment of the course and the deep approach could be increased by incorporation of more clinical material which is what the students liked most.
Descriptors: Outcomes of Education, Computer Assisted Instruction, Anatomy, Science Instruction, Teaching Methods, Correlation, Scores, Medical Education, Neurosciences, Visualization, Cognitive Style, Foreign Countries, Course Descriptions, Medical Students, Science Tests, Questionnaires, Student Attitudes, Video Technology, Science Achievement, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A