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Effects of 3D Image Resource on Non‐Cadaveric Anatomy Course
Author(s) -
Rogozinski Mariel S,
Kulesza Randy J,
McCarthy Sarah A
Publication year - 2019
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2019.33.1_supplement.608.4
Subject(s) - curriculum , gross anatomy , likert scale , medical education , anatomy , medicine , computer science , psychology , pedagogy , developmental psychology
Introduction Lake Erie College of Osteopathic Medicine (LECOM) offers a medical school problem based learning (PBL) pathway where clinical cases facilitate development of educational competencies. However, anatomical understanding is the basis to all clinical cases and must be understood prior to initiation of case studies. Therefore, PBL anatomy at LECOM is taught in a traditional manner but practical application of anatomical material is done in a non‐cadaveric approach. Consistently it has been observed that PBL students struggle with the practical application of anatomy. After completing a needs assessment it was discovered many PBL students credited their struggle to a lack of spatial ability due to the study of only 2D cadaveric images. It was concluded that when PBL anatomy was developed the hidden curriculum pertaining to spatial reasoning was not considered. Aim To increase PBL practical anatomy grades by developing spatial reasoning skills through implementation of a computerized educational tool – Complete Anatomy Modules. Methods A second year PBL student and anatomy instructor created modules utilizing the Complete Anatomy program. Complete Anatomy published the created modules and provided directions to students to access the program. Furthermore, students were given a demonstration on how to use the program prior to starting the course. Students accessed the program at their discretion to aid in their anatomical learning during laboratory sessions and while studying. Upon completion of the course, a voluntary anonymous survey was distributed to students requesting information on the usage and ease of the program within the course utilizing Likert scale, binary and open‐ended questions. In addition, a round table discussion was hosted to provide students with the opportunity to voice their opinions about the educational tool as well as the overall course. Finally, 2017 and 2018 exam scores are to be statistically compared to determine if practical anatomical exam grades improved and if there was a correlation between scores and the utilization of the educational tool. This study has been reviewed and approved by the LECOM IRB. Results Though noted as unfavorable in discussion, surveys found a range of students using the tool daily to never. Many complaints were directed toward technology, cost, and the variety of learning methods. Preliminary data suggests no significant differences in examination scores, however data is currently still being collected and analyzed. Discussion and Conclusion Overall, the educational tool was utilized but not favored or recommended as a requirement in the future. The students enjoyed the interactive features and this data will guide future improvements to the PBL anatomy course. Support or Funding Information Lake Erie College of Osteopathic Medicine This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .