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Henssen, Dylan J. H. A.; van den Heuvel, Loes; De Jong, Guido; Vorstenbosch, Marc A. T. M.; van Cappellen van Walsum, Anne-Marie; Van den Hurk, Marianne M.; Kooloos, Jan G. M.; Bartels, Ronald H. M. A. – Anatomical Sciences Education, 2020
Neuroanatomy education is a challenging field which could benefit from modern innovations, such as augmented reality (AR) applications. This study investigates the differences on test scores, cognitive load, and motivation after neuroanatomy learning using AR applications or using cross-sections of the brain. Prior to two practical assignments, a…
Descriptors: Anatomy, Neurology, Brain, Computer Uses in Education
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Kooloos, Jan G. M.; Bergman, Esther M.; Scheffers, Marieke A. G. P.; Schepens-Franke, Annelieke N.; Vorstenbosch, Marc A. T. M. – Anatomical Sciences Education, 2020
This study examines the long-term retention of anatomical knowledge from 180 students after various repetition activities. The retention of anatomical knowledge was assessed by multiple-choice tests at five different points in time: before and after a course in Functional Anatomy, before and after repetition activities that occurred 14¬†weeks after…
Descriptors: Anatomy, Retention (Psychology), Repetition, Multiple Choice Tests
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Doomernik, Denise E.; van Goor, Harry; Kooloos, Jan G. M.; ten Broek, Richard P. – Anatomical Sciences Education, 2017
The Radboud University Medical Center has a problem-based, learner-oriented, horizontally, and vertically integrated medical curriculum. Anatomists and clinicians have noticed students' decreasing anatomical knowledge and the disability to apply knowledge in diagnostic reasoning and problem solving. In a longitudinal cohort, the retention of…
Descriptors: Retention (Psychology), Medical Students, Foreign Countries, Longitudinal Studies
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Vorstenbosch, Marc A. T. M.; Kooloos, Jan G. M.; Bolhuis, Sanneke M.; Laan, Roland F. J. M. – Anatomical Sciences Education, 2016
Because of a decrease of the time available for anatomy education, decisions need to be made to reduce the relevant content of the anatomy curriculum. Several expert consensus initiatives resulted in lists of structures, lacking analysis of anatomical competence. This study aims to explore the use of anatomical knowledge by medical doctors in an…
Descriptors: Anatomy, Competence, Physicians, Medical Evaluation
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Balemans, Monique C. M.; Kooloos, Jan G. M.; Donders, A. Rogier T.; Van der Zee, Catharina E. E. M. – Anatomical Sciences Education, 2016
Medical students have to process a large amount of information during the first years of their study, which has to be retained over long periods of nonuse. Therefore, it would be beneficial when knowledge is gained in a way that promotes long-term retention. Paper-and-pencil drawings for the uptake of form-function relationships of basic tissues…
Descriptors: Anatomy, Freehand Drawing, Retention (Psychology), Medical Education
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Arnts, Hisse; Kleinnijenhuis, Michiel; Kooloos, Jan G. M.; Schepens-Franke, Annelieke N.; van Cappellen van Walsum, Anne-Marie – Anatomical Sciences Education, 2014
In recent years, there has been a growing interest in white matter anatomy of the human brain. With advances in brain imaging techniques, the significance of white matter integrity for brain function has been demonstrated in various neurological and psychiatric disorders. As the demand for interpretation of clinical and imaging data on white…
Descriptors: Laboratory Procedures, Anatomy, Brain, Neurosciences
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Vorstenbosch, Marc A. T. M.; Bouter, Shifra T.; van den Hurk, Marianne M.; Kooloos, Jan G. M.; Bolhuis, Sanneke M.; Laan, Roland F. J. M. – Anatomical Sciences Education, 2014
Assessment is an important aspect of medical education because it tests students' competence and motivates them to study. Various assessment methods, with and without images, are used in the study of anatomy. In this study, we investigated the use of extended matching questions (EMQs). To gain insight into the influence of images on the…
Descriptors: Student Evaluation, Anatomy, Medical Students, Visual Aids
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Kooloos, Jan G. M.; Schepens-Franke, Annelieke N.; Bergman, Esther M.; Donders, Rogier A. R. T.; Vorstenbosch, Marc A. T. M. – Anatomical Sciences Education, 2014
Clay modeling is increasingly used as a teaching method other than dissection. The haptic experience during clay modeling is supposed to correspond to the learning effect of manipulations during exercises in the dissection room involving tissues and organs. We questioned this assumption in two pretest-post-test experiments. In these experiments,…
Descriptors: Teaching Methods, Models, Manipulative Materials, Anatomy
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Kooloos, Jan G. M.; Vorstenbosch, Marc A. T. M. – Anatomical Sciences Education, 2013
A teaching tool that facilitates student understanding of a three-dimensional (3D) integration of dermatomes with peripheral cutaneous nerve field distributions is described. This model is inspired by the confusion in novice learners between dermatome maps and nerve field distribution maps. This confusion leads to the misconception that these two…
Descriptors: Anatomy, Visual Aids, Maps, Instructional Materials
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Vorstenbosch, Marc A. T. M.; Klaassen, Tim P. F. M.; Donders, A. R. T.; Kooloos, Jan G. M.; Bolhuis, Sanneke M.; Laan, Roland F. J. M. – Anatomical Sciences Education, 2013
Spatial ability is an important factor in learning anatomy. Students with high scores on a mental rotation test (MRT) systematically score higher on anatomy examinations. This study aims to investigate if learning anatomy also oppositely improves the MRT-score. Five hundred first year students of medicine ("n" = 242, intervention) and…
Descriptors: Anatomy, Spatial Ability, Medical Students, Education Majors
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Vorstenbosch, Marc A. T. M.; Klaassen, Tim P. F. M.; Kooloos, Jan G. M.; Bolhuis, Sanneke M.; Laan, Roland F. J. M. – Anatomical Sciences Education, 2013
Anatomists often use images in assessments and examinations. This study aims to investigate the influence of different types of images on item difficulty and item discrimination in written assessments. A total of 210 of 460 students volunteered for an extra assessment in a gross anatomy course. This assessment contained 39 test items grouped in…
Descriptors: Anatomy, Visual Aids, Test Items, Difficulty Level