ANATOMY VISUAL LEARNING: A NEW MODALITY TO ENHANCE NEUROANATOMY LEARNING IN FIRST-YEAR MEDICAL STUDENTS

https://doi.org/10.22146/jpki.53276

Sasanthy Kusumaningtyas(1), Mochamad Iskandarsyah Agung Ramadhan(2), Ria Margiana(3), Elvan Wiyarta(4), Reynardi Sutanto(5), Isabella Kurnia Liem(6*)

(1) Departemen Anatomi Fakultas Kedokteran Universitas Indonesia Indonesia Museum of Health and Medicine IMERI Fakultas Kedokteran Universitas Indonesia
(2) Departemen Anatomi Fakultas Kedokteran Universitas Indonesia
(3) Departemen Anatomi Fakultas Kedokteran Universitas Indonesia
(4) Program Pendidikan Dokter Fakultas Kedokteran Universitas Indonesia
(5) Program Pendidikan Dokter Fakultas Kedokteran Universitas Indonesia
(6) Departemen Anatomi Fakultas Kedokteran Universitas Indonesia Indonesia Museum of Health and Medicine IMERI Fakultas Kedokteran Universitas Indonesia
(*) Corresponding Author

Abstract


Background: In gaining knowledge and comprehension of neuroanatomy, medical students require not only memorizing the anatomical structures but also understanding the spatial relationships. Along with the cadaver prosection usage, we proposed an anatomy visualization learning (AVL) as possible modality to fulfill this need, yet this has to be proven. This study aimed to know whether AVL can improve student knowledge in neuroanatomy and give a positive perception to the student.

Methods: A quantitative and qualitative studies were performed to the first-year medical students (n=46) of Faculty of Medicine Universitas Indonesia who were randomly divided into two groups, an interventional (n=23) and a control (n=23) group. Both groups enrolled in the neuroanatomy learning module, with additional two sessions (two hours/session) of AVL using 3D anatomy visualization table for the intervention group. Quantitative study to know the knowledge improvement was done by comparing the pre-test, post-test and gain scores between groups. Student’s perception of the learning method was done using a questionnaire on a Likert scale. Qualitative study was done using open questions.

Results: The median value of the pre-test score (8 [0-30] vs. 4 [0-42]; p=0.869) and the post-test scores (44 [30-82] vs. 40 [8-84]; p=0.068) between the interventional vs control group were not different. Nevertheless, the interventional group gained higher scores than the control group (41.6±18.06 vs. 29.8±20.47; CI 95%; p<0.05). Participants (the interventional group) had a positive perception about the AVL usage for neuroanatomy learning.

Conclusion: AVL can be considered as a new approach modality for neuroanatomy learning.


Keywords


anatomy visualization learning, AVL, neuroanatomy learning, anatomy learning

Full Text:

PDF


References

  1. Losco CD, Grant WD, Armson A, Meyer AJ, Walker BF. Effective methods of teaching and learning in anatomy as a basic science: A BEME systematic review: BEME guide no. 44. Med Teach [Internet]. 2017; 39(3): 234–43. Available from: http://dx.doi. org/10.1080/0142159X.2016.1271944
  2. Estai M, Bunt S. Best teaching practices in anatomy education: a critical review. Ann Anat [Internet]. 2016; 208: 151–7. Available from: http://dx.doi. org/10.1016/j.aanat.2016.02.010
  3. Allen LK, Eagleson R, de Ribaupierre S. Evaluation of an online three-dimensional interactive resource for undergraduate neuroanatomy education. Anat Sci Educ. 2016; 9(5): 431–9.
  4. Azer SA, Azer S. 3D anatomy models and impact on learning: a review of the quality of the literature. Heal Prof Educ [Internet]. 2016; 2(2): 80–98. Available from: http://linkinghub. elsevier.com/retrieve/pii/S2452301116300281
  5. Rae G, Cork RJ, Karpinski AC, Swartz WJ. The integration of brain dissection within the medical neuroscience laboratory enhances learning. Anat Sci Educ. 2016; 9(6): 565–74.
  6. Anand MK, Singel TC. A comparative study of learning with “anatomage” virtual dissection table versus traditional dissection method in neuroanatomy. Indian J Clin Anat Physiol. 2017; 4(2): 177–80.
  7. Romi MM, Arfian N, Sari DCR. Is cadaver still needed in medical education? J Pendidikan Kedokteran Indonesia [internet]. 2019; 8(3): 105–12. Available from: https://jurnal.ugm.ac.id/jpki/ article/view/46690/26344
  8. Van Nuland SE. Examination and assessment of commercial anatomical e-learning tools: software usability, dual-task paradigms and learning. University of Western Ontario. Electronic Thesis and Dissertation Repository. 4615 [internet] 2017. Available from: https://ir.lib.uwo.ca/etd/4615
  9. Poulton R, Caspi A, Milne BJ, Thomson WM, Taylor A, Sears MR, et al. Learning with interactive computer graphics in the undergraduate neuroscience classroom. Adv Heal Sci Educ Theory Pr. 19(4): 507–28.
  10. Memon I. Cadaver dissection is obsolete in medical training! A miss interpret notion. Med Print Pract. 2018; 27: 201–10
  11. Hu A, Wilson T, Ladak H, Haase P, Fung K. Three-dimensional educational computer model of the larynx: voicing a new direction. Arch Otolaryngol Head Neck Surg. 2009 Jul; 135(7): 677–81. doi: 10.1001/archoto.2009.68.
  12. Tim modul neurosains. Buku panduan kegiatan mahasiswa (BPKM) neurosains tahun ajar 2018. Salemba: Fakultas Kedokteran Universitas Indonesia; 2018: 47
  13. Sectra. Sectra Terminals for medical education. Sectra Medical [webpage on internet]. No date [accessed on 2020 September 10]. Available from: https://medical.sectra.com/product/sectra-terminals/.
  14. Allen L, Eagelson R, deRibaupierre S. Effect of spatial ability on enhancing neuroanatomy education with an interactive 3D e-learning module. FASEB J. 2016; 30 (Suppl 1): 570–6
  15. Javaid M, Schellekens H, Cryan J, Toulouse A. Neuroanatomy of the spinal pathways: Evaluation of an interactive multimedia e-learning resourse. MedEdPublish [internet]. 2020; 9(1): 88. Available from: https://doi.org/10.15694/ mep.2020.00088.1.
  16. Arantes M, Arentes J, Ferreira MA. Tools and resources for neuroanatomy education: a systematic review. BMC Med Educ [internet]. 2018; 18: 94. Available from: https:// bmcmededuc.biomedcentral.com/track/ pdf/10.1186/s12909-018-1210-6.
  17. Park S, Kim Y, Park S, Shin JA. The Impacts of three-dimentional anatomical atlas on learning anatomy. Anat Cell Biol. 2019; 52(1): 76–81.
  18. Drapkin ZA, Lindgren KA, Lopez MJ, Stabio ME. Development and assessment of a new 3D neuroanatomy teaching tool for MRI training. Anat Sci Educ [internet]. 2015 Nov–Dec; 8(6): 502–9. Available from: http://doi: 10.1002/ ase.1509.
  19. Donnelly L, Patten D, White P, Finn G. Virtual human dissector as a learning tool for studying cross-sectional anatomy. Med Teach. 2009; 31(6): 553–555, DOI: 10.1080/01421590802512953



DOI: https://doi.org/10.22146/jpki.53276

Article Metrics

Abstract views : 2414 | views : 3216

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Sasanthy Kusumaningtyas, Mochamad Iskandarsyah Agung Ramadhan, Ria Margiana, Elvan Wiyarta, Reynardi Sutanto, Isabella Kurnia Liem

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by:

  

 JPKI Stats