Academic Journal
Community College Student Perceptions of Digital Anatomy Models as a Curricular Resource
| العنوان: | Community College Student Perceptions of Digital Anatomy Models as a Curricular Resource |
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| اللغة: | English |
| المؤلفون: | Yvonne M. Baptiste (ORCID |
| المصدر: | Anatomical Sciences Education. 2024 17(9):1731-1748. |
| الاتاحة: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Community College Students, Student Attitudes, Technology Uses in Education, Anatomy, Media Adaptation, Curriculum Development, Technology Integration, Physiology, Course Content, Use Studies, Student Behavior, Models, Spatial Ability, Geometric Concepts, Depth Perception, Computer Simulation, Computer Graphics, Interaction |
| DOI: | 10.1002/ase.2523 |
| تدمد: | 1935-9772 1935-9780 |
| مستخلص: | Digital model platforms and applications are common in anatomy education and continue to grow in number, which suggests that educators and students find use for these tools despite the lack of widely accepted best practices. Consequently, it is a challenge for educators to mindfully integrate digital models into curriculum. This short-term, longitudinal study investigated the effects of integrating a monoscopic digital model as a teaching tool during lectures on reproductive and endocrine anatomy as an intervention in a community college human anatomy and physiology course. Student use and perceptions of digital models were analyzed for correlation with the nature of the course content and the intervention (n = 92). Academic content significantly affected self-reported student use (p < 0.001) as well as student perceived usefulness of the model (p = 0.02). These findings support the conjecture that digital anatomy models may be better for achieving certain specific learning goals opposed to all learning goals. Integration of digital models as an instructional method did not consistently influence student behavior but it made a difference in participant ability to recognize this technology outside of the lecture. Overall, participants had a positive perception of digital models, although they were not perceived as more important than all other curricular resources. Inclusion of monoscopic digital models for teaching anatomy should be considered by educators since teaching with digital models can demonstrate strengths and weaknesses for students within the context the of learning objectives, assisting students to make more informed decisions about effective learning tools. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1451240 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1935-9772 1935-9780 |
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| DOI: | 10.1002/ase.2523 |