How students discern anatomical structures using digital three-dimensional visualizations in anatomy education.

Autor: Pettersson AF; Division of Physiotherapy, Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, Sweden., Karlgren K; Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden.; Department of Research, Education, Development, and Innovation, Södersjukhuset, Stockholm, Sweden.; Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Bergen, Norway., Al-Saadi J; Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden., Hjelmqvist H; Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden.; School of Medical Sciences, Örebro University, Örebro, Sweden., Meister B; Department of Neuroscience, Karolinska Institutet, Stockholm, Sweden., Zeberg H; Department of Neuroscience, Karolinska Institutet, Stockholm, Sweden., Silén C; Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden.
Jazyk: angličtina
Zdroj: Anatomical sciences education [Anat Sci Educ] 2023 May-Jun; Vol. 16 (3), pp. 452-464. Date of Electronic Publication: 2023 Jan 24.
DOI: 10.1002/ase.2255
Abstrakt: Learning anatomy holds specific challenges, like the appreciation of three-dimensional relationships between anatomical structures. So far, there is limited knowledge about how students construct their understanding of topographic anatomy. By understanding the processes by which students learn anatomical structures in 3D, educators will be better equipped to offer support and create successful learning situations. Using video analysis, this study investigates how students discern anatomical structures. Sixteen students at different levels of education and from different study programs were recorded audiovisually while exploring 3D digital images using a computerized visualization table. Eleven hours of recorded material were analyzed using interaction analysis and phenomenography. Seven categories were identified during data analysis, describing the qualitatively different patterns of actions that students use to make sense of anatomy: decoding the image; positioning the body in space; purposeful seeking, using knowledge and experience; making use of and creating variation; aimless exploration, and arriving at moments of understanding. The results suggest that anatomy instruction should be organized to let the students decide how and at what pace they examine visualized images. Particularly, the discovery process of decoding and positioning the body in space supports a deep learning approach for learning anatomy using visualizations. The students' activities should be facilitated and not directed.
(© 2023 The Authors. Anatomical Sciences Education published by Wiley Periodicals LLC on behalf of American Association for Anatomy.)
Databáze: MEDLINE
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