303
Views
1
CrossRef citations to date
0
Altmetric
ORIGINAL RESEARCH

Perceptions and Attitudes of Jordanian Medical Students on Using 3D Interactive Anatomy Dissection in Teaching and Learning Anatomy

, , , ORCID Icon &
Pages 837-844 | Received 29 Apr 2023, Accepted 29 Jul 2023, Published online: 03 Aug 2023

References

  • Almizani MS, Alotaibi MA, Bin Askar MF, et al. Clinicians’ and students’ perceptions and attitudes regarding the anatomical knowledge of medical students. Adv Med Educ Pract. 2022;13:1251–1259. doi:10.2147/AMEP.S370447
  • Sawant SP, Rizvi S. Role of clinical anatomy in first MBBS curriculum. MOJ Anat Physiol. 2017;3(1):1–5. doi:10.15406/mojap.2017.03.00076
  • Papa V, Vaccarezza M. Teaching anatomy in the XXI century: new aspects and pitfalls. Sci World J. 2013;2013:310348. doi:10.1155/2013/310348
  • Torres K, Denisow-Pietrzyk M, Pietrzyk Ł, Maciejewski R, Torres A. Does simulation-based training facilitate the integration of human anatomy with surgery? A report of a novel surgical anatomy course. Folia Morphol. 2018;77(2):279–285. PMID: 29064555. doi:10.5603/FM.a2017.0088
  • Naylor KA. Mind the gap: the integration of anatomy course contents with basic procedural skills. J Taibah Univ Med Sci. 2020;15(6):447–455. PMID: 33318736. doi:10.1016/j.jtumed.2020.08.005
  • Mustafa AG, Allouh MZ, Mustafa IG, Hoja IM. Anatomy learning styles and strategies among Jordanian and Malaysian medical students: the impact of culture on learning anatomy. Surg Radiol Anat. 2013;35(5):435–441. PMID: 23292088. doi:10.1007/s00276-012-1067-z
  • Estai M, Bunt S. Best teaching practices in anatomy education: a critical review. Ann Anat. 2016;208:151–157. PMID: 26996541. doi:10.1016/j.aanat.2016.02.010
  • Ghazanfar H, Rashid S, Hussain A, Ghazanfar M, Ghazanfar A, Javaid A. Cadaveric dissection a thing of the past? The insight of consultants, fellows, and residents. Cureus. 2018;10(4):e2418. PMID: 29888147; PMCID: PMC5991920. doi:10.7759/cureus.2418
  • Rompolski K. Confessions of a converted anatomist: teaching without anatomical donors. Adv Physiol Educ. 2023;47(3):484–490. PMID: 37141435. doi:10.1152/advan.00004.2023
  • McLachlan JC, Bligh J, Bradley P, Searle J. Teaching anatomy without cadavers. Med Educ. 2004;38(4):418–424. PMID: 15025643. doi:10.1046/j.1365-2923.2004.01795.x
  • Ghosh SK. Cadaveric dissection as an educational tool for anatomical sciences in the 21st century. Anat Sci Educ. 2017;10(3):286–299. PMID: 27574911. doi:10.1002/ase.1649
  • Flack NAMS, Nicholson HD. What do medical students learn from dissection?. Anat Sci Educ. 2018;11(4):325–335. PMID: 29205960. doi:10.1002/ase.1758
  • Mustafa AG, Taha NR, Zaqout S, Ahmed MS. Teaching musculoskeletal module using dissection videos: feedback from medical students. BMC Med Educ. 2021;21(1):604. PMID: 34876111; PMCID: PMC8650229. doi:10.1186/s12909-021-03036-5
  • Kalthur SG, Pandey AK, Prabhath S. Benefits and pitfalls of learning anatomy using the dissection module in an Indian medical school: a millennial learner’s perspective. Transl Res Anat. 2022;26:100159.
  • Korf HW, Wicht H, Snipes RL, et al. The dissection course - necessary and indispensable for teaching anatomy to medical students. Ann Anat. 2008;190(1):16–22. PMID: 18342138. doi:10.1016/j.aanat.2007.10.001
  • Wisenden PA, Budke KJ, Klemetson CJ, et al. Emotional response of undergraduates to cadaver dissection. Clin Anat. 2018;31(2):224–230. PMID: 28948647. doi:10.1002/ca.22992
  • Patel SB, Mauro D, Fenn J, Sharkey DR, Jones C. Is dissection the only way to learn anatomy? Thoughts from students at a non-dissecting based medical school. Perspect Med Educ. 2015;4(5):259–260. PMID: 26353886; PMCID: PMC4602014. doi:10.1007/s40037-015-0206-8
  • Abdullah E, Lone M, Cray JJ, Dvoracek P, Balta JY. Medical students’ opinions of anatomy teaching resources and their role in achieving learning outcomes. Med Sci Educ. 2021;31(6):1903–1910. PMID: 34950529; PMCID: PMC8651893. doi:10.1007/s40670-021-01436-2
  • Johnson EO, Charchanti AV, Troupis TG. Modernization of an anatomy class: from conceptualization to implementation. A case for integrated multimodal-multidisciplinary teaching. Anat Sci Educ. 2012;5(6):354–366. PMID: 22730175. doi:10.1002/ase.1296
  • El-Dwairi QA, Mustafeh I, Khatatbeh M, Malki MI, Mustafa AG. Medical education across three colleges of medicine: perspectives of medical students. Heliyon. 2022;8(11):e11426. PMID: 36387468; PMCID: PMC9647486. doi:10.1016/j.heliyon.2022.e11426
  • Patra A, Asghar A, Chaudhary P, et al. Integration of innovative educational technologies in anatomy teaching: new normal in anatomy education. Surg Radiol Anat. 2022;44(1):25–32. doi:10.1007/s00276-021-02868-6
  • Zargaran A, Turki MA, Bhaskar J, Spiers HVM, Zargaran D. The role of technology in anatomy teaching: striking the right balance. Adv Med Educ Pract. 2020;11:259–266. PMID: 32280294; PMCID: PMC7127774. doi:10.2147/AMEP.S240150
  • Xiao J, Adnan S. Flipped anatomy classroom integrating multimodal digital resources shows positive influence upon students’ experience and learning performance. Anat Sci Educ. 2022;15(6):1086–1102. PMID: 35751579; PMCID: PMC9796349. doi:10.1002/ase.2207
  • Shamsuddin SA, Woon CK, Hadie SNH. Feedback from medical student on an interactive online anatomy practical using the Google Jamboard platform. J Taibah Univ Med Sci. 2022;18(2):234–243. PMID: 36817220; PMCID: PMC9926110. doi:10.1016/j.jtumed.2022.08.007
  • Allen EB, Walls RT, Reilly FD. Effects of interactive instructional techniques in a web-based peripheral nervous system component for human anatomy. Med Teach. 2008;30(1):40–47. PMID: 18278650. doi:10.1080/01421590701753518
  • Mustafa AG, Taha NR, Alshboul OA, Alsalem M, Malki MI. Using youtube to learn anatomy: perspectives of Jordanian medical students. Biomed Res Int. 2020;2020:6861416. PMID: 32337267; PMCID: PMC7157785. doi:10.1155/2020/6861416
  • Shin M, Prasad A, Sabo G, et al. Anatomy education in US medical schools: before, during, and beyond COVID-19. BMC Med Educ. 2022;22(1). doi:10.1186/s12909-022-03177-1
  • Shahrvini B, Baxter SL, Coffey CS, et al. Pre-clinical remote undergraduate medical education during the COVID-19 pandemic: a survey study. BMC Med Educ. 2021;21(13). doi:10.1186/s12909-020-02445-2
  • Evans DJR, Pawlina W. The future of anatomy education: learning from Covid‐19 disruption. Anat Sci Educ. 2022;15(4):643–649. doi:10.1002/ase.2203
  • Alasmari WA. Medical students’ feedback of applying the virtual dissection table (anatomage) in learning anatomy: a cross-sectional descriptive study. Adv Med Educ Pract. 2021;12:1303–1307. PMID: 34803421; PMCID: PMC8595060. doi:10.2147/AMEP.S324520
  • Bin Abdulrahman KA, Jumaa MI, Hanafy SM, et al. Students’ perceptions and attitudes after exposure to three different instructional strategies in applied anatomy. Adv Med Educ Pract. 2021;12:607–612. PMID: 34113204; PMCID: PMC8186936. doi:10.2147/AMEP.S310147
  • Raja BS, Chandra A, Azam MQ, Das S, Agarwal A. Anatomage - the virtual dissection tool and its uses: a narrative review. J Postgrad Med. 2022;68(3):156–161. PMID: 36018074; PMCID: PMC9733517. doi:10.4103/jpgm.jpgm_1210_21
  • Bartoletti-Stella A, Gatta V, Mariani GA, et al. Three-dimensional virtual anatomy as a new approach for medical student’s learning. Int J Environ Res Public Health. 2021;18(24):13247. PMID: 34948857; PMCID: PMC8702207. doi:10.3390/ijerph182413247
  • Mittal S, Jain N, Verma P, et al. Gender preference for auditory versus visual routes for memorization. Indian J Physiol Pharmacol. 2016;60(1):62–69. PMID: 29953195.
  • Dobson JL. Learning style preferences and course performance in an undergraduate physiology class. Adv Physiol Educ. 2009;33(4):308–314. PMID: 19948680. doi:10.1152/advan.00048.2009
  • Fahim A, Rehman S, Fayyaz F, et al. Identification of preferred learning style of medical and dental students using VARK questionnaire. Biomed Res Int. 2021;2021:4355158. PMID: 34708122; PMCID: PMC8545508. doi:10.1155/2021/4355158
  • Burgess A, Matar E, Roberts C, et al. Scaffolding medical student knowledge and skills: team-based learning (TBL) and case-based learning (CBL). BMC Med Educ. 2021;21(1):238. PMID: 33902576; PMCID: PMC8073959. doi:10.1186/s12909-021-02638-3
  • Grijpma JW, Mak-van der Vossen M, Kusurkar RA, Meeter M, de la Croix A. Medical student engagement in small-group active learning: a stimulated recall study. Med Educ. 2022;56(4):432–443. PMID: 34888913; PMCID: PMC9300194. doi:10.1111/medu.14710
  • Iwanaga J, Loukas M, Dumont AS, Tubbs RS. A review of anatomy education during and after the COVID-19 pandemic: revisiting traditional and modern methods to achieve future innovation. Clin Anat. 2021;34(1):108–114. PMID: 32681805; PMCID: PMC7404762. doi:10.1002/ca.23655
  • Saverino D, Marcenaro E, Zarcone D. Teaching histology and anatomy online during the COVID-19 pandemic. Clin Anat. 2022;35(1):129–134. PMID: 34729819; PMCID: PMC8653158. doi:10.1002/ca.23806
  • García Martín J, Dankloff Mora C, Aguado Henche S. Possibilities for the use of anatomage (the anatomical real body-size table) for teaching and learning anatomy with the students. Biomed J Sci and Tech Res. 2018;4(4). doi:10.26717/BJSTR.2018.04.001094
  • Parker E, Randall V. Learning beyond the basics of cadaveric dissection: a qualitative analysis of non-academic learning in anatomy education. Med Sci Educ. 2020;31(1):147–153. PMID: 33200039; PMCID: PMC7654845. doi:10.1007/s40670-020-01147-0
  • Chen D, Zhang Q, Deng J, et al. A shortage of cadavers: the predicament of regional anatomy education in mainland China. Anat Sci Educ. 2018;11(4):397–402. doi:10.1002/ase.1788
  • Baratz G, Wilson-Delfosse AL, Singelyn BM, et al. Evaluating the anatomage table compared to cadaveric dissection as a learning modality for gross anatomy. Med Sci Educ. 2019;29(2):499–506. PMID: 34457507; PMCID: PMC8368845. doi:10.1007/s40670-019-00719-z