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Computer‐assisted instructions: a role in teaching human gross anatomy
Author(s) -
WALSH R. J.,
BOHN R. C.
Publication year - 1990
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2923.1990.tb02665.x
Subject(s) - gross anatomy , test (biology) , disadvantage , computer science , human anatomy , computer graphics , medical education , computer assisted learning , class (philosophy) , multimedia , psychology , medicine , artificial intelligence , anatomy , paleontology , biology
Summary. Eight computer‐assisted instructions were developed concerning selected topics in human gross anatomy. The computer lessons were designed to be very flexible in terms of the selection of material to be presented and make extensive use of colour graphics to explain the anatomy. Voluntary testing with immediate and cumulative feedback is incorporated into the lessons so that the users can evaluate their own progress in mastering the subject material. In an effort to assess the value of the computer lessons, the programs were provided to a volunteer group of 48 first‐year medical students from a class of 151 students. At the completion of the gross anatomy course, the student users were requested to complete an anonymous questionnaire regarding their impressions of the value of the computer lessons. In addition, test performance on multiple choice examinations was compared between the users of the computer‐assisted instructions and their non‐user classmates. The responses in the questionnaires revealed a very positive attitude regarding the value and usefulness of the computer‐assisted instructions in learning human gross anatomy. The overall rating of the programs on a scale of 1.0 to 10.0 was 1.8 ± 1.0 with 1.0 representing ‘extremely helpful’ and 10.0 being ‘of no value’. A comparison of test scores showed no significant difference in test performance between the users of the computer‐assisted instructions and the non‐users. The results of the study suggest that while the computer lessons provide neither an advantage nor a disadvantage in test performance as evaluated by a multiple choice examination, students perceive the computer‐assisted instructions as valuable educational tools in mastering the subject of human gross anatomy. The potential role of the computer‐assisted instructions in curriculum development is discussed.