Less is more: development and evaluation of an interactive e-atlas to support anatomy learning

Guy, Richard, Pisani, Heather R, Rich, Peter, Leahy, Cathy, Mandarano, Giovanni and Molyneux, Tom 2015, Less is more: development and evaluation of an interactive e-atlas to support anatomy learning, Anatomical sciences education, vol. 8, no. 2, March - April, pp. 126-132, doi: 10.1002/ase.1461.

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Title 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, GiovanniORCID iD for Mandarano, Giovanni orcid.org/0000-0002-8689-4070
Molyneux, Tom
Journal name Anatomical sciences education
Volume number 8
Issue number 2
Season March - April
Start page 126
End page 132
Total pages 7
Publisher Wiley
Place of publication London, Eng.
Publication date 2015-03
ISSN 1935-9780
Keyword(s) blended learning
computer-assisted learning
gross anatomy education
self-directed learning
Summary 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.
Language eng
DOI 10.1002/ase.1461
Field of Research 1302 Curriculum and Pedagogy
1303 Specialist Studies in Education
0606 Physiology
Socio Economic Objective 929999 Health not elsewhere classified
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Wiley
Persistent URL http://hdl.handle.net/10536/DRO/DU:30076262

Document type: Journal Article
Collections: Faculty of Health
School of Medicine
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