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Exploring the changing learning environment of the gross anatomy lab
Robin Hopkins1, Glenn Regehr, Timothy D Wilson
1Centre for Health Education Scholarship, Faculty of Medicine, Centre for Cross-Faculty Inquiry in Education, University of British Columbia, Vancouver, Canada.
Summary
Virtual models and prosected specimens did not significantly impact gross anatomy lab knowledge gain. However, virtual resources influenced the learning environment and social dynamics among students.
Area of Science:
- Anatomy Education
- Medical Education Technology
Background:
- Traditional gross anatomy labs utilize prosected specimens.
- Emerging technologies offer virtual models as alternative learning tools.
Purpose of the Study:
- To compare the effectiveness of virtual models versus prosected specimens in a gross anatomy lab.
- To assess the impact of these resources on student learning and the lab environment.
Main Methods:
- Undergraduate students were randomly assigned to study groups using prosected specimens, 3D virtual models, or both.
- Learning objectives focused on the muscles of mastication.
- Knowledge acquisition was measured using a pre-post multiple-choice test.
Main Results:
- No significant difference in knowledge gain was observed between groups using different resources.
- Students exhibited behaviors like memorization and model manipulation to match atlases.
- Groups tended to break into smaller working units.
Conclusions:
- Virtual lab resources can alter the social context and learning environment.
- Evaluating computer-based learning requires assessing social development alongside knowledge acquisition.
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