Implementing and integrating computer-based activities into a problem-based gross anatomy curriculum

Area of Science:

• Medical Education
• Anatomy Education
• Educational Technology

Background:

• Traditional gross anatomy instruction faced challenges with methodology.
• Concerns existed regarding the laboratory component of anatomy education.

Purpose of the Study:

• To implement and evaluate a problem-based learning (PBL) curriculum in gross anatomy.
• To integrate computer-based instruction (CBI) to address limitations of traditional methods.

Main Methods:

• A PBL curriculum was developed, incorporating CBI and computer-related activities.
• Digital resources (prosections, quizzes, images, grades) were provided via workstations, library, and web.
• Student learning experiences were assessed using Likert-scale questionnaires over three years.

Main Results:

• Student attitudes toward educational technology showed a consistent positive trend.
• Networks were perceived as a faster and more effective communication method.
• Computer-based instruction demonstrated increased flexibility and efficiency in learning.

Conclusions:

• The integration of CBI positively impacted student perceptions and learning efficiency.
• The curriculum redesign allowed for reduced laboratory time and increased small-group activities.
• Faculty reevaluated curriculum structure and content, benefiting from technological integration.