Enhancing Anatomical Instruction: Impact of a Virtual Canine Anatomy Program on Student Outcomes     

Andrea Linton  Andrew C. Garrett  Kenneth R. Ivie Jr.  Jay D. Jones  Jason F. Martin  Jeremy J. Delcambre  Christianne Magee 《Anatomical sciences education》2022,15(2):330-340

Innovative reforms in medical education will require instructional tools to support these changes and to give students more flexibility in where and how they learn. At Colorado State University, the software program Virtual Canine Anatomy (VCA) was developed to assist student learning both inside and outside the anatomical laboratory. The program includes interactive anatomical photographs of dissected canine cadavers, dissection instructions with accompanying videos and diagrams, radiographs, and three-dimensional models. There is a need to evaluate the effectiveness of instructional tools like VCA so that decisions on pedagogical delivery can be evidence-based. To measure the impact of VCA on student outcomes in a dissection laboratory, this study compared student attitudes, quiz scores, dissection quality and accuracy, and instructor reliance between students with and without access to VCA. Students with VCA needed less time with teaching assistants (P < 0.01), asked teaching assistants fewer questions (P = 0.04), felt that the dissection was easier (P = 0.02), and were in stronger agreement that they had access to adequate resources (P = 0.02). No differences were found in the dissection quality or accuracy, quiz scores, or attitudes regarding overall enjoyment of the activity between the two groups. This study shows that VCA increases student independence and can be used to enhance anatomical instruction.  相似文献   

Counseling Students' Transformative Learning Through a Study Abroad Curriculum          下载免费PDF全文

Jayne E. Smith  Garrett McAuliffe  Kelly S. Rippard 《Counselor Education & Supervision》2014,53(4):306-319

Research on the impact of study abroad curricula on student learning is limited. In this study, data were collected from students the last day abroad and 2 weeks and 6 to 9 months after returning home from a study abroad program. Eight codes conceptualized a grounded theory of student learning during and after completion of the study abroad curriculum. Transformative learning and practical implications for curriculum design are discussed.  相似文献