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Less is more: Development and evaluation of an interactive e‐atlas to support anatomy learning
Author(s) -
Guy Richard,
Pisani Heather R.,
Rich Peter,
Leahy Cathy,
Mandarano Giovanni,
Molyneux Tom
Publication year - 2014
Publication title -
anatomical sciences education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.126
H-Index - 51
eISSN - 1935-9780
pISSN - 1935-9772
DOI - 10.1002/ase.1461
Subject(s) - usability , likert scale , computer science , context (archaeology) , atlas (anatomy) , class (philosophy) , multimedia , human–computer interaction , cursor (databases) , artificial intelligence , psychology , medicine , paleontology , developmental psychology , anatomy , biology
An Interactive electronic Atlas (IeA) was developed to assist first‐year nursing students with interpretation of laboratory‐based prosected cadaveric material. It was designed, using pedagogically sound principles, as a student‐centered resource accessible to students from a wide range of learning backgrounds. It consisted of a highly simplified interactive interface limited to essential anatomical structures and was intended for use in a blended learning situation. The IeA's nine modules mirrored the body systems covered in a Nursing Biosciences course, with each module comprising a maximum of 10 pages using the same template: an image displaying a cadaveric specimen and, in most cases, a corresponding anatomical model with navigation panes (menus) on one side. Cursor movement over the image or clicking the menu highlighted the structure with a transparent overlay and revealed a succinct functional description. The atlas was complemented by a multiple‐choice database of nearly 1,000 questions using IeA images. Students' perceptions of usability and utility were measured by survey ( n = 115; 57% of the class) revealing mean access of 2.3 times per week during the 12‐week semester and a median time of three hours of use. Ratings for usability and utility were high, with means ranging between 4.24 and 4.54 (five‐point Likert scale; 5 = strongly agree). Written responses told a similar story for both usability and utility. The role of providing basic computer‐assisted learning support for a large first‐year class is discussed in the context of current research into student‐centered resources and blended learning in human anatomy. Anat Sci Educ 8: 126–132. © 2014 American Association of Anatomists.