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The use of videos to aid self-directed learning and improve understanding of living anatomy

Research output: Contribution to conference - Without ISBN/ISSN Conference paperpeer-review

Published

Standard

The use of videos to aid self-directed learning and improve understanding of living anatomy. / Finn, Gabrielle; Cox, David; Northend, Michael et al.

2010. Paper presented at AMEE International Meeting 2010, Glasgow, United Kingdom.

Research output: Contribution to conference - Without ISBN/ISSN Conference paperpeer-review

Harvard

Finn, G, Cox, D, Northend, M & Curtis, F 2010, 'The use of videos to aid self-directed learning and improve understanding of living anatomy', Paper presented at AMEE International Meeting 2010, Glasgow, United Kingdom, 4/09/10 - 8/09/10.

APA

Finn, G., Cox, D., Northend, M., & Curtis, F. (2010). The use of videos to aid self-directed learning and improve understanding of living anatomy. Paper presented at AMEE International Meeting 2010, Glasgow, United Kingdom.

Vancouver

Finn G, Cox D, Northend M, Curtis F. The use of videos to aid self-directed learning and improve understanding of living anatomy. 2010. Paper presented at AMEE International Meeting 2010, Glasgow, United Kingdom.

Author

Finn, Gabrielle ; Cox, David ; Northend, Michael et al. / The use of videos to aid self-directed learning and improve understanding of living anatomy. Paper presented at AMEE International Meeting 2010, Glasgow, United Kingdom.

Bibtex

@conference{21f85500d1624657878d34e78b59efde,
title = "The use of videos to aid self-directed learning and improve understanding of living anatomy",
abstract = "BackgroundMedical students complain about a lack of access to the dissecting room for self-directed study. This, coupled with staff commitments, means that the opportunity to consolidate learning outside of timetabled teaching is troublesome. Whilst there are a plethora of online resources available which demonstrate anatomy using cadavers, few emphasise living anatomy to facilitate students{\textquoteright} understanding of the clinical context. Summary of WorkA series of videos emphasising living, clinical and functional anatomy, as well as relevant clinical examinations were produced on the lower limb. These videos were made by students, for students and content was checked for accuracy by faculty. Projections of the Virtual Human Dissector{\texttrademark} onto volunteers were also incorporated into the videos to improve anatomical understanding in relation to surface anatomy. Summary of ResultsEvaluation of the videos as a learning resource and revision aid is currently underway. We will present quantitative and qualitative data to show students perceptions of videos highlighting living anatomy. ConclusionsE-resources provide an alternative when access to laboratories is restricted as they can be accessed at any time.Take home messageVideos based around living anatomy allow students to appreciate the clinical context of the anatomy they are learning.",
keywords = "e-learning, anatomy, medical education, video",
author = "Gabrielle Finn and David Cox and Michael Northend and Fiona Curtis",
year = "2010",
language = "English",
note = "AMEE International Meeting 2010 ; Conference date: 04-09-2010 Through 08-09-2010",

}

RIS

TY - CONF

T1 - The use of videos to aid self-directed learning and improve understanding of living anatomy

AU - Finn, Gabrielle

AU - Cox, David

AU - Northend, Michael

AU - Curtis, Fiona

PY - 2010

Y1 - 2010

N2 - BackgroundMedical students complain about a lack of access to the dissecting room for self-directed study. This, coupled with staff commitments, means that the opportunity to consolidate learning outside of timetabled teaching is troublesome. Whilst there are a plethora of online resources available which demonstrate anatomy using cadavers, few emphasise living anatomy to facilitate students’ understanding of the clinical context. Summary of WorkA series of videos emphasising living, clinical and functional anatomy, as well as relevant clinical examinations were produced on the lower limb. These videos were made by students, for students and content was checked for accuracy by faculty. Projections of the Virtual Human Dissector™ onto volunteers were also incorporated into the videos to improve anatomical understanding in relation to surface anatomy. Summary of ResultsEvaluation of the videos as a learning resource and revision aid is currently underway. We will present quantitative and qualitative data to show students perceptions of videos highlighting living anatomy. ConclusionsE-resources provide an alternative when access to laboratories is restricted as they can be accessed at any time.Take home messageVideos based around living anatomy allow students to appreciate the clinical context of the anatomy they are learning.

AB - BackgroundMedical students complain about a lack of access to the dissecting room for self-directed study. This, coupled with staff commitments, means that the opportunity to consolidate learning outside of timetabled teaching is troublesome. Whilst there are a plethora of online resources available which demonstrate anatomy using cadavers, few emphasise living anatomy to facilitate students’ understanding of the clinical context. Summary of WorkA series of videos emphasising living, clinical and functional anatomy, as well as relevant clinical examinations were produced on the lower limb. These videos were made by students, for students and content was checked for accuracy by faculty. Projections of the Virtual Human Dissector™ onto volunteers were also incorporated into the videos to improve anatomical understanding in relation to surface anatomy. Summary of ResultsEvaluation of the videos as a learning resource and revision aid is currently underway. We will present quantitative and qualitative data to show students perceptions of videos highlighting living anatomy. ConclusionsE-resources provide an alternative when access to laboratories is restricted as they can be accessed at any time.Take home messageVideos based around living anatomy allow students to appreciate the clinical context of the anatomy they are learning.

KW - e-learning

KW - anatomy

KW - medical education

KW - video

M3 - Conference paper

T2 - AMEE International Meeting 2010

Y2 - 4 September 2010 through 8 September 2010

ER -