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Exploring anatomy and physiology using iPad applications.
Tandra R Chakraborty1, Deborah F Cooperstein1
1Department of Biology, College of Arts and Sciences, Adelphi University, Garden City, New York.
Anatomical Sciences Education
|November 8, 2017
Summary
iPads with anatomy applications significantly improved student grades and learning in undergraduate Anatomy and Physiology courses. Frequent app use correlated with higher mastery, with most students finding iPads beneficial for understanding course material.
Area of Science:
- Anatomy Education
- Medical Education Technology
Background:
- Undergraduate Anatomy and Physiology courses serve a large, diverse student population.
- Traditional laboratory methods may benefit from innovative technological integration.
Purpose of the Study:
- To evaluate the impact of iPads with anatomy applications on student performance and learning in a large undergraduate Anatomy and Physiology course.
- To determine if mobile technology integration enhances comprehension of anatomical concepts.
Main Methods:
- A quasi-experimental study involving over 300 undergraduate students in Anatomy and Physiology.
- Utilized student practicum grades and surveys to assess learning outcomes and student perceptions.
- Correlated frequency of iPad anatomy app usage with course material mastery.
Main Results:
- Student grades improved following the introduction of iPads.
- 78% of students reported that iPads facilitated their learning.
- Higher frequency of app use was positively associated with better standardized mastery and self-reported learning.
Conclusions:
- iPad anatomy applications can be a valuable tool for enhancing student understanding in Anatomy and Physiology.
- Frequent integration of these mobile technologies in laboratory settings is recommended for improved learning outcomes.
- While iPads aided learning, personal ownership did not significantly impact results, suggesting in-class use is key.
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