Department of Health Sciences and Biostatistics, School of Health Sciences, Swinburne University of Technology, Hawthorn, Victoria, Australia.
Clin Anat. 2024 Oct;37(7):746-760. doi: 10.1002/ca.24175. Epub 2024 May 8.
Digital technologies are changing how anatomy is taught tremendously. However, little is known about the effective integration of multimodal digital resources when concurrently provided in an anatomy course. To address this question, an array of digital anatomy resources including Augmented Reality (AR) and Virtual Reality (VR) anatomy resources were concurrently trialed by a total of 326 undergraduate and postgraduate students across three undergraduate (systemic anatomy, neuroanatomy, and regional anatomy) and one postgraduate anatomy (applied musculoskeletal anatomy) curricula in 2022. A five-point Likert scale learning and teaching survey was conducted to evaluate students' experiences, preferences, and perceptions. Most undergraduate (81% systemic anatomy, 76% neuroanatomy, and 87% regional anatomy) and postgraduate (97%) participants across the four cohorts felt confident in studying anatomy using digital resources and the majority (>80% undergraduate and >90% postgraduate) found the multimodal digital anatomy resources interactive and stimulating. The response showed that undergraduate (77% systemic anatomy, 81% neuroanatomy, and 97% regional anatomy) and postgraduate students (92%) consistently enjoyed their experience of using multimodal digital anatomy resources and thought that these resources enhanced their interest in studying anatomy. However, there are significant differences in ratings of specific digital resources among the junior (first-year undergraduates) and senior (third-year undergraduates and postgraduates) students. The virtual dissection table was uniformly preferred by the four cohorts of students across the board. Interestingly, however, VR anatomy and radiographic-based digital anatomy resources received diverse ratings. VR anatomy was valued most by junior undergraduate students (84%) who studied systemic anatomy compared to their senior counterparts (73%) who studied regional anatomy, whereas radiographic-based digital anatomy resources were more valued by the postgraduate students (93%) compared to undergraduates (65% systemic anatomy, 73% neuroanatomy, and 48% regional anatomy). This study identifies that while students uniformly appreciate the value of multimodal digital anatomy teaching, there is a clear difference in their perceptions towards individual resources, likely in a course-specific manner. We conclude that the selection and adoption of digital anatomy tools must be tailored as part of course design and that digital anatomy tools should be used in combination to provide an effective learning experience for students.
数字技术正在极大地改变解剖学的教学方式。然而，当在解剖学课程中同时提供多种模态的数字资源时，对于这些资源的有效整合却知之甚少。为了解决这个问题，在 2022 年，共有 326 名本科生和研究生参与了一个涵盖三个本科课程（系统解剖学、神经解剖学和局部解剖学）和一个研究生课程（应用肌肉骨骼解剖学）的多模态数字解剖资源的试验，这些资源包括增强现实（AR）和虚拟现实（VR）解剖资源。通过一个 5 点李克特量表学习和教学调查来评估学生的体验、偏好和看法。在四个课程组中，大多数本科生（系统解剖学 81%，神经解剖学 76%，局部解剖学 87%）和研究生（97%）都对使用数字资源学习解剖学感到有信心，大多数本科生（系统解剖学 80%，神经解剖学 81%，局部解剖学 97%）和研究生（90%）都认为多模态数字解剖资源具有交互性和刺激性。调查结果显示，本科生（系统解剖学 77%，神经解剖学 81%，局部解剖学 97%）和研究生（92%）都非常喜欢使用多模态数字解剖资源，认为这些资源增强了他们对学习解剖学的兴趣。然而，在初级（一年级本科生）和高级（三年级本科生和研究生）学生中，对特定数字资源的评价存在显著差异。虚拟解剖台受到四个课程组学生的一致喜爱。然而，有趣的是，VR 解剖和基于射线照相的数字解剖资源的评价却各不相同。VR 解剖在学习系统解剖学的低年级本科生（84%）中最受欢迎，而在学习局部解剖学的高年级本科生（73%）中则不那么受欢迎，而基于射线照相的数字解剖资源在研究生（93%）中比本科生（系统解剖学 65%，神经解剖学 73%，局部解剖学 48%）更受欢迎。本研究表明，虽然学生普遍赞赏多模态数字解剖教学的价值，但他们对个别资源的看法存在明显差异，可能是特定课程的差异。我们的结论是，数字解剖工具的选择和采用必须作为课程设计的一部分进行定制，并且应该结合使用数字解剖工具，为学生提供有效的学习体验。
