Transitioning the anatomy manual to mobile technology platforms Dr. Darryl J. McAndrew (
[email protected]) Graduate School of Medicine, University of Wollongong, Wollongong, NSW, Australia
Abstract
Methodology
Mobile technology devices in anatomy labs currently deliver content-laden applications, e-texts, generic dissection manuals and are recognised to enhance the learner’s engagement and productivity. The lab manual, a resource essential to anatomical educators, has been slow to adopt technological enhancement. Students remain tied to hardcopy versions containing basic instruction for lab visits. An interactive e-manual that could be used on a mobile device was developed to include images and videos filmed in the lab and formative assessment tasks that provide targeted and timely feedback. Student reviews considered the e-manual beneficial to their learning within a medical anatomy curriculum.
Development When designing the e-manual, I harnessed the learning power of 1) real-time videos that I designed and filmed within our lab and 2) summative assessment based on images that provide targeted and timely feedback (Fig 1). iBook Author was chosen over other eBook software due to the ease of use, PDF export function, video embedding, Interactive quizzes, images galleries, widgets and the $0 financial outlay. Whilst the text was essentially available from the PDF version, significant time was required to reorganise the order to enhance pedagogy in the practicals.
Issue being addressed
Plan to address the issue
PDF Body systems based (i.e. bones)
Text Limited due to copyright
Pictures Nil
Videos / movies
Assessment of learning
e-manual Regionally based (i.e. shoulder); also presented in interactive widgets enhancing image impact Abundant from Virtual Anatomy Lab (UOW resource), interactive widgets, images from Wikimedia Commons (no copyright)
Multiple new resources using interactive whiteboard and lab-based instructional videos Limited open-ended questions with Multiple summative assessments: no feedback label pictures and MCQs providing real-time feedback and assessment repeatability to embed learning
Results / Discussion A survey response rate of 45% (39/85) was achieved. 89% of respondents engaged with the e-manual during the practical classes. When asked about which particular component of the e-manual that they liked, 32% indicated everything, with the nerve videos and written quizzes scoring highly. This Fig. 2 Components of the e-manual favoured by students. indicated that the students rate the assessments as valuable and are using them to reflect on personal academic progress (Fig 2). Students indicated how they normally access anatomical information. Textbooks, internet searches and the PDF manual were the most common source of information (31%, 25%, 28% respectively). iPad apps scored poorly with only 14% of respondents selecting this source. This may be influenced by the fact that the Graduate School of Medicine does not endorse any anatomical apps at this stage.
The current PDF version of the Musculoskeletal Block anatomy manual has received criticism from students. Although the content is accurate and reflects the level of learning required for MBBS students, it fails to utilise many of the emerging technologies to enhance learning.
Develop an interactive e-manual for use on mobile devices that engages students via simplified and reorganised text, zoomable and labelled images, interactive assessments and short videos. I developed an interactive Musculoskeletal Block anatomy emanual that could be used on an Apple device. The anatomy lab has 4 Apple iPads for use in teaching but they have only been used to run apps or access web based content. An informal survey of current Phase 1 Medical students indicated 88% owned an Apple device.
Poster No. 118
Respondents “Strongly Agreed” (41%) or “Agreed” (44%) that the technology enhanced their learning experience. Students indicates a preference for both e-manual and PDF versions to remain available (80% of respondents).
Fig. 1 Screen shots of the e-manual showing various widgets used to assist comprehension and assess knowledge retention.
Implementation The e-manual was uploaded to the 4 iPads, which were deployed in each of the practical classes (2hrs/week X 6 weeks = 12hrs of access). Students rotated through individual practical stations that each contained an iPad. All students were provided with the PDF version of the manual, which was either used on bring-yourown technology or printed in hardcopy by the students.
Review Students were surveyed about the e-manual after completion of the Musculoskeletal Block. The survey was developed and administered on the iPads using the Loop survey app.
No statistically significant (p
