Extended reality veterinary medicine case studies for diagnostic veterinary imaging instruction: Assessing student perceptions and examination performance.

Autor: Guaraná JB; Department of Veterinary Medicine, Faculty of Animal Science and Food Engineering, University of São Paulo (USP), São Paulo, Brazil., Aytaç G; Department of Anatomy, Biochemistry & Physiology, John A. Burns School of Medicine, University of Hawaii (UH), Honolulu, Hawaii, USA., Müller AF; Department of Veterinary Medicine, Faculty of Animal Science and Food Engineering, University of São Paulo (USP), São Paulo, Brazil., Thompson J; Department of Anatomy, Biochemistry & Physiology, John A. Burns School of Medicine, University of Hawaii (UH), Honolulu, Hawaii, USA., Freitas SH; Department of Veterinary Medicine, Faculty of Animal Science and Food Engineering, University of São Paulo (USP), São Paulo, Brazil., Lee UY; Department of Anatomy, College of Medicine, The Catholic University of Korea (CUK), Seoul, South Korea., Lozanoff S; Department of Anatomy, Biochemistry & Physiology, John A. Burns School of Medicine, University of Hawaii (UH), Honolulu, Hawaii, USA., Ferrante B; Department of Veterinary Medicine, Faculty of Animal Science and Food Engineering, University of São Paulo (USP), São Paulo, Brazil.; Veterinary Clinical and Surgery Department of Veterinary School, Federal University of Minas Gerais (UFMG), Belo Horizonte, Minas Gerais, Brazil.
Jazyk: angličtina
Zdroj: Anatomia, histologia, embryologia [Anat Histol Embryol] 2023 Jan; Vol. 52 (1), pp. 101-114. Date of Electronic Publication: 2022 Nov 01.
DOI: 10.1111/ahe.12879
Abstrakt: Educational technologies in veterinary medicine aim to train veterinarians faster and improve clinical outcomes. COVID-19 pandemic, shifted face-to-face teaching to online, thus, the need to provide effective education remotely was exacerbated. Among recent technology advances for veterinary medical education, extended reality (XR) is a promising teaching tool. This study aimed to develop a case resolution approach for radiographic anatomy studies using XR technology and assess students' achievement of differential diagnostic skills. Learning objectives based on Bloom's taxonomy keywords were used to develop four clinical cases (3 dogs/1 cat) of spinal injuries utilizing CT scans and XR models and presented to 22 third-year veterinary medicine students. Quantitative assessment (ASMT) of 7 questions probing 'memorization', 'understanding and application', 'analysis' and 'evaluation' was given before and after contact with XR technology as well as qualitative feedback via a survey. Mean ASMT scores increased during case resolution (pre 51.6% (±37%)/post 60.1% (± 34%); p < 0.01), but without significant difference between cases (Kruskal-Wallis H = 2.18, NS). Learning objectives were examined for six questions (Q1-Q6) across cases (C1-4): Memorization improved sequentially (Q1, 2 8/8), while Understanding and Application (Q3,4) showed the greatest improvement (26.7%-76.9%). Evaluation and Analysis (Q5,6) was somewhat mixed, improving (5/8), no change (3/8) and declining (1/8).Positive student perceptions suggest that case studies' online delivery was well received stimulating learning in diagnostic imaging and anatomy while developing visual-spatial skills that aid understanding cross-sectional images. Therefore, XR technology could be a useful approach to complement radiological instruction in veterinary medicine.
(© 2022 Wiley-VCH GmbH.)
Databáze: MEDLINE
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