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Implementing and integrating computer‐based activities into a problem‐based gross anatomy curriculum
Author(s) -
Levine Martin G.,
Stempak Jerome,
Conyers Greg,
Walters Janice A.
Publication year - 1999
Publication title -
clinical anatomy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.667
H-Index - 71
eISSN - 1098-2353
pISSN - 0897-3806
DOI - 10.1002/(sici)1098-2353(1999)12:3<191::aid-ca8>3.0.co;2-5
Subject(s) - curriculum , likert scale , flexibility (engineering) , gross anatomy , workstation , computer assisted instruction , perception , medicine , medical education , multimedia , mathematics education , computer science , psychology , pedagogy , anatomy , mathematics , statistics , neuroscience , operating system
A problem‐based learning curriculum in gross anatomy was begun for a limited number of students to address unsuccessful methodology inherent in a traditional instructional approach. To eliminate some concerns associated with the laboratory component, computer‐based instruction and other computer‐ related activities were actively integrated into the total instructional process. Prosections, directions, quizzes, images, and grades were provided in lab at table‐side computer workstations, in the library, and on the web. Results were assessed through questionnaires in which students rated their learning experience according to a Likert‐type scale. Success was measured by quantitative improvements in student perception. In this three‐year study, observations and measurements have suggested increasingly positive student attitudes toward educational technology, for networks as a faster and more effective method of student/faculty communication, and in the utilization of computer‐based instruction for greater flexibility and efficiency in learning. This allowed a rethinking of the structure and content of the curriculum by the faculty, which permitted reduced laboratory time, more small‐group activity, and less reliance on staff. Clin. Anat. 12:191–198, 1999. © 1999 Wiley‐Liss, Inc.