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

M G Levine1, J Stempak, G Conyers

  • 1Department of Anatomy and Cell Biology, State University of New York-Health Science Center at Brooklyn, 11203-2098, USA. mlevine@netmail.hscbklyn.edu

Clinical Anatomy (New York, N.Y.)
|May 26, 1999
PubMed
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This study integrated computer-based instruction into a gross anatomy curriculum, showing improved student attitudes toward educational technology and communication methods. This enhanced learning flexibility and efficiency.

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.

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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.