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What Faculty and Students Value When Evaluating Human Digital Anatomy Platforms: A Mixed-Methods Study.

Jason Wen Yau Lee1, Johan Susanto1, Siang Hui Lai2

  • 1Technology Enhanced Learning and Innovation, Duke-NUS Medical School, Singapore, Singapore.

Journal of Medical Education and Curricular Development
|May 20, 2024
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Summary
This summary is machine-generated.

Faculty and students prioritize different features in digital anatomy platforms. Faculty value accuracy and detail, while students prioritize usability for effective learning.

Keywords:
3D anatomyanatomy educationhuman digital anatomyhuman gross anatomytechnology-enhanced learning

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Area of Science:

  • Anatomy education
  • Digital learning technologies
  • Medical education

Background:

  • Digital technologies offer enhanced spatial awareness in anatomy education compared to traditional methods.
  • Digital anatomy platforms provide features like 3D model manipulation, virtual reality exploration, and self-testing.
  • Understanding user preferences is key to effective integration of these technologies.

Purpose of the Study:

  • To investigate faculty and student priorities when using digital human anatomy platforms.
  • To identify key valued features for teaching and learning anatomy with digital tools.

Main Methods:

  • A survey was administered to 6 anatomy faculty and 21 students after a week of using 3 digital anatomy platforms.
  • Feedback was collected across usability, interactive features, level of detail, and learning support.
  • Qualitative feedback was analyzed to supplement quantitative findings.

Main Results:

  • Faculty members prioritize anatomical accuracy and detailed structures in digital platforms.
  • Students prioritize platform usability over other features.
  • Distinct preferences exist between educators and learners regarding digital anatomy tools.

Conclusions:

  • Faculty and student preferences differ significantly for digital anatomy platforms.
  • Educators should align technology integration with clear pedagogical strategies.
  • Maximizing digital tool affordances requires a curriculum-based approach to meet learning outcomes.