Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, United Kingdom; Medical School, Australian National University, College of Medicine, Biology and Environment, Canberra, Australian Capital Territory, Australia.
Anat Sci Educ. 2014 Sep-Oct;7(5):350-60. doi: 10.1002/ase.1428. Epub 2013 Dec 20.
A technology enhanced learning and teaching (TELT) solution, radiological anatomy (RA) eLearning, composed of a range of identification-based and guided learning activities related to normal and pathological X-ray images, was devised for the Year 1 nervous and locomotor course at the Faculty of Medicine, University of Southampton. Its effectiveness was evaluated using a questionnaire, pre- and post-tests, focus groups, summative assessment, and tracking data. Since introduced in 2009, a total of 781 students have used RA eLearning, and among them 167 Year 1 students in 2011, of whom 116 participated in the evaluation study. Students enjoyed learning (77%) with RA eLearning, found it was easy to use (81%) and actively engaged them in their learning (75%), all of which were associated to the usability, learning design of the TELT solution and its integration in the curriculum; 80% of students reported RA eLearning helped their revision of anatomy and 69% stated that it facilitated their application of anatomy in a clinical context, both of which were associated with the benefits offered by the learning and activities design. At the end of course summative assessment, student knowledge of RA eLearning relevant topics (mean 80%; SD ±16) was significantly better as compared to topics not relevant to RA eLearning (mean 63%; SD ±15) (mean difference 18%; 95% CI 15% to 20%; P < 0.001). A well designed and integrated TELT solution can be an efficient method for facilitating the application, integration, and contextualization of anatomy and radiology to create a blended learning environment.
一种技术增强的学习和教学（TELT）解决方案，放射解剖（RA）电子学习，由一系列与正常和病理 X 射线图像相关的基于识别和引导的学习活动组成，专为南安普顿大学医学院的第 1 年神经和运动课程设计。它的有效性通过问卷调查、前测和后测、焦点小组、总结性评估和跟踪数据进行评估。自 2009 年推出以来，共有 781 名学生使用了 RA 电子学习，其中 2011 年有 167 名一年级学生，其中 116 名参加了评估研究。学生喜欢使用 RA 电子学习进行学习（77%），发现它易于使用（81%）并积极参与他们的学习（75%），所有这些都与 TELT 解决方案的可用性、学习设计及其在课程中的整合有关；80%的学生报告 RA 电子学习有助于他们复习解剖学，69%的学生表示它有助于他们将解剖学应用于临床环境，这两者都与学习和活动设计提供的好处有关。在课程结束时的总结性评估中，学生对 RA 电子学习相关主题的知识（平均 80%；SD ±16）明显优于与 RA 电子学习不相关的主题（平均 63%；SD ±15）（平均差异 18%；95%CI 15%至 20%；P<0.001）。精心设计和整合的 TELT 解决方案可以成为促进解剖学和放射学的应用、整合和情境化以创建混合学习环境的有效方法。
