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Implementing the Sony Action Cam® and Camtasia® Software to Supplement Dissection‐Based Anatomy in DPT Programs
Author(s) -
Immonen Jessica,
Siefring Chris,
ChungHoon Kaiwi,
McWhorter J. Wesley
Publication year - 2016
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.30.1_supplement.568.8
Subject(s) - curriculum , video editing , mnemonic , multimedia , dissection (medical) , medicine , action (physics) , medical education , medical physics , computer science , surgery , psychology , pedagogy , physics , quantum mechanics , cognitive psychology
The average length of doctor of physical therapy (DPT) programs is three years; however, some programs are shorter in duration and may experience unique demands. A dissection‐based course can improve student understanding and retention of information, but this approach may be time consuming (1–4) . One possible consideration may be the implementation of the Sony Action Cam® and Camtasia® video editing software to capture real‐time anatomical dissection to meet accelerated curriculum demands. Thus, the objective of this report is to explore whether instruction utilizing this technology is effective in the delivery of anatomical curriculum and relieving time constraints in the lab. The Sony® camera and editing software was used to create video tutorials of dissections for DPT students’ cadaver lab. During labs, the Sony® camera was also employed to live‐stream dissections to a HD t.v., allowing students to see real‐time manipulations of structure. Videos created using this technology were high resolution and provided students with more than narration by including tracers, mnemonics and notes. First‐year DPT students (N=54) were surveyed with SurveyMonkey® regarding the efficacy of the technology in the delivery of anatomy curriculum and correlating didactic curriculum to clinical work. In the first year DPT class, 93% found the technology “beneficial” in correlating didactic material to their future clinical work. 71% of students surveyed declared that live streaming of the dissections provided better understanding of material when students learned in large groups (N=16). In conclusion, this report is significant to improving the delivery of DPT applied anatomy curriculum. For this purpose, the Sony® camera has greater capabilities than the GoPro® and editing the videos with Camtasia® was deemed more helpful than videos with unedited narration. Live streaming of dissections improved understanding of material at the time of presentation and video tutorials provided a concise review method after class hours. Support or Funding Information Internal Funding from Rocky Mountain University of Health Professions