Incorporation of Light Field Photography into an Online Anatomy Resource Does Not Influence Student Quiz Performance or Perceptions of Usability

  title={Incorporation of Light Field Photography into an Online Anatomy Resource Does Not Influence Student Quiz Performance or Perceptions of Usability},
  author={M. Pascoe and Lisa M J Lee},
  journal={Medical Science Educator},
Although numerous online resources for gross anatomy are available, most feature two-dimensional photographs generated by traditional cameras. To determine whether the incorporation of light field photographs (images with an adjustable focal point) into an online anatomy resource would result in improved learning beyond traditional photographs, two online learning modules on the gross anatomy of the orbit were created. The modules were identical in content except for the type of photography… Expand
Web Browsing Habits of Healthcare Professions Students in Gross Anatomy Laboratory
  • M. Pascoe
  • Psychology, Medicine
  • Anatomical sciences education
  • 2019
This analysis revealed a large volume of webpage visits by the healthcare professions students in the gross anatomy laboratory, and a wide diversity of anatomy and non‐anatomy related webpages were visited. Expand


Development and evaluation of a computer-aided learning resource in anatomy (725.6)
Teaching professional health science students complex anatomy effectively requires the use of visual aids such as dissection, diagrams, and atlases. The challenges of the structural and functionalExpand
Using multimedia and Web3D to enhance anatomy teaching
An overview of methods used to teach anatomy to undergraduate medical students is given and the educational advantages and disadvantages of using three-dimensional computer models are discussed. Expand
Independent learning modules enhance student performance and understanding of anatomy
Self‐study modules were introduced to supplement human gross anatomy instruction at Joan C. Edwards School of Medicine at Marshall University, offering a feasible mechanism for enhancing independent and lifelong learning competencies, which could be a valuable complement to any gross anatomy curriculum. Expand
Medical student preferences for self‐directed study resources in gross anatomy
Diversity of students' preferences and opinions on usefulness and ease of use reported here can help guide faculty in selecting and recommending a range of CAL and other resources to their students to support their self‐directed study. Expand
Online learning resources in anatomy: What do students think?
While students may need help from tutors in selecting appropriate online resources, wet specimens, textbooks, and discussions with tutors and other students remain the preferred means of learning anatomy. Expand
Animated PowerPoint as a tool to teach anatomy
Using Microsoft PowerPoint® software, this style of presentation was developed for all of the authors' lectures in Gross and Developmental Anatomy, where the students are actively engaged in labeling the drawings and making related notes. Expand
Effect of visual–spatial ability on medical students' performance in a gross anatomy course
Measurement of students' pre‐existing visual– Spatial ability is predictive of performance in medical gross anatomy, and early intervention may be useful for students with low visual–spatial ability on entry to medical school. Expand
Guidelines for standard photography in gross and clinical anatomy
In this review, authors focused on the usage of photography in gross and clinical anatomy and suggested guidelines for accomplishing standards are given for anatomists. Expand
The gross anatomy course: An analysis of its importance
Significant subgroup differences were observed relative to the competencies of teamwork, stress coping strategies, and empathy, as well as in students' stress levels associated with having to take a dissection course. Expand
Gross anatomy: An outdated subject or an essential part of a modern medical curriculum? Results of a questionnaire circulated to final‐year medical students
  • R. Pabst
  • Medicine
  • The Anatomical record
  • 1993
Final‐year undergraduate medical students were given a questionnaire on the gross anatomy curriculum they had experienced in their first year at medical school 5 years earlier, and the vast majority expressed a wish to repeat topographical anatomy during their clinical teaching. Expand