Newman Hamish J, Meyer Amanda J, Wilkinson Tim J, Pather Nalini, Carr Sandra E
Department of Anatomy, Physiology and Human Biology, School of Human Sciences, The University of Western Australia, Perth, Australia.
Health Professions Education, School of Allied Health, The University of Western Australia, Perth, Australia.
Med Teach. 2022 Oct;44(10):1069-1080. doi: 10.1080/0142159X.2022.2039382. Epub 2022 Feb 26.
In response to growing curriculum pressures and reduced time dedicated to teaching anatomy, research has been conducted into developing innovative teaching techniques. This raises important questions for neuroanatomy education regarding which teaching techniques are most beneficial for knowledge acquisition and long-term retention, and how they are best implemented. This focused systematic review aims to provide a review of technology-enhanced teaching methods available to neuroanatomy educators, particularly in knowledge acquisition and long-term retention, compared to traditional didactic techniques, and proposes reasons for why they work in some contexts.
Electronic databases were searched from January 2015 to June 2020 with keywords that included combinations of 'neuroanatomy,' 'technology,' 'teaching,' and 'effectiveness' combined with Boolean phrases 'AND' and 'OR.' The contexts and outcomes for all studies were summarised while coding, and theories for why particular interventions worked were discussed.
There were 4287 articles identified for screening, with 13 studies included for final analysis. There were four technologies of interest: stereoscopic views of videos, stereoscopic views of images, augmented reality (AR), and virtual reality (VR). No recommendation for a particular teaching method was made in six studies (46%) while recommendations (from weak to moderate) were made in seven studies (54%). There was weak to moderate evidence for the efficacy of stereoscopic images and AR, and no difference in the use of stereoscopic videos or VR compared to controls.
To date, technology-enhanced teaching is not inferior to teaching by conventional didactic methods. There are promising results for these methods in complex spatial anatomy and reducing cognitive load. Possible reasons for why interventions worked were described including students' engagement with the object, cognitive load theory, complex spatial relationships, and the technology learning curve. Future research may build on the theorised explanations proposed here and develop and test innovative technologies that build on prior research.
为应对课程压力不断增加以及用于解剖学教学的时间减少的情况，人们开展了关于开发创新教学技术的研究。这给神经解剖学教育提出了重要问题，即哪种教学技术对知识获取和长期记忆最有益，以及如何能最好地实施这些技术。这项重点系统综述旨在对神经解剖学教育工作者可用的技术增强教学方法进行综述，特别是与传统讲授技术相比，在知识获取和长期记忆方面的情况，并提出它们在某些情况下起作用的原因。
于2015年1月至2020年6月期间在电子数据库中进行搜索，关键词包括“神经解剖学”“技术”“教学”“有效性”的组合，并结合布尔短语“AND”和“OR”。在编码时总结了所有研究的背景和结果，并讨论了特定干预措施起作用的理论。
共识别出4287篇文章用于筛选，最终纳入13项研究进行分析。有四种感兴趣的技术：视频的立体视图、图像的立体视图、增强现实（AR）和虚拟现实（VR）。六项研究（46%）未对特定教学方法给出推荐，而七项研究（54%）给出了推荐（从弱到中等）。有弱到中等强度的证据表明立体图像和AR有效，与对照组相比，立体视频或VR的使用没有差异。
迄今为止，技术增强教学并不逊于传统讲授法教学。这些方法在复杂空间解剖学和减轻认知负荷方面有令人期待的结果。描述了干预措施起作用的可能原因，包括学生对对象的参与度、认知负荷理论、复杂空间关系以及技术学习曲线。未来的研究可以基于此处提出的理论解释，开发并测试基于先前研究的创新技术。
