E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
This paper explores the Apple iPad as a potential resource in the anatomy lab. The frequency of web-based computer aided instruction as a supplement to dissections has been shown to have significant correlations with exam grades (McNulty et al., 2004). Thus, determining more effective ways of supplementing dissections with instructional technology is prudent. Further, improvements in multimedia technologies, for which the iPad is an ideal platform, have many implications for the visual, image-based field of anatomy. This study was conducted with first year medical students who had dedicated iPads and shared iPads loaded with multimedia anatomy textbooks and apps for use in the anatomy lab. Though it was found that students made limited use of the shared anatomy iPads this year, addressing the logistics for introducing the iPads into the lab and developing a model of the iPad’s use was a critical step for future research in this area.
Youm, J., Wiechmann, W., Ypma-Wong, M.F., Clayman, R., Maguire, G., Haigler, H. & Lotfipour, S. (2011). Mobile Technologies to Support the Anatomy Lab: An Introduction of the iPad. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1780-1788). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 22, 2019 from https://www.learntechlib.org/primary/p/38983/.
© 2011 Association for the Advancement of Computing in Education (AACE)
- Gregory, S.R., & Cole, T.R. (2002). The changing role of dissection in medical education. JAMA: The Journal of the American Medical Association, 287(9), 1180-1181.
- Korf, H.-W., Wicht, H., Snipes, R.L., Timmermans, J.-P., Paulsen, F., Rune, G., & Baumgart-Vogt, E. (2008). The dissection course-necessary and indispensable for teaching anatomy to medical students. Annals of Anatomy, 190(1), 16-22.
- McLachlan, J.C. (2004). New path for teaching anatomy: living anatomy and medical imaging vs. Dissection. Anatomical Record. Part B, New Anatomist, 281(1), 4-5.
- McNulty, J., Halama, J., & Espiritu, B. (2004). Evaluation of computer-aided instruction in the medical gross anatomy curriculum. Clinical anatomy (New York, N.Y.), 17(1), 73-8.
- Pawlina, W., & Lachman, N. (2004). Dissection in learning and teaching gross anatomy: rebuttal to McLachlan. Anatomical Record. Part B, New Anatomist, 281(1), 9-11.
- Reeves, R.E., Aschenbrenner, J.E., Wordinger, R.J., Roque, R.S., & Sheedlo, H.J. (2004). Improved dissection efficiency in the human gross anatomy laboratory by the integration of computers and modern technology. Clinical anatomy (New York, N.Y.), 17(4), 337-44.
- Shaffer, K. (2004). Teaching anatomy in the digital world. The New England Journal of Medicine, 351(13), 1279-81.
- Sugand, K., Abrahams, P., & Khurana, A. (2010). The anatomy of anatomy: a review for its modernization. Anatomical Sciences Education, 3(2), 83-93.
- Trelease, R.B. (2008). Diffusion of innovations: smartphones and wireless anatomy learning resources. Anatomical Sciences Education, 1(6), 233-239.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.