AUGMENTED REALITY OF HEART IN TEACHING GROSS ANATOMY OF THE HEART: A LESSON LEARNED

https://doi.org/10.22146/jpki.69741

Hikmawati Nurrokhmanti,(1*), Dyah Samti Mayasari(2), Nisrina Nabila(3), Annisa Maulidina(4), Putrika Gharini(5)

(1) Department of Medical Education, Faculty of Medicine, Universitas Gadjah Mada
(2) Department of Cardiology and Vascular Medicine, Faculty of Medicine Public Health and Nursing, Universitas Gadjah Mada
(3) International Undergraduate Program Faculty of Medicine Public Health, and Nursing Universitas Gadjah Mada
(4) International Undergraduate Program Faculty of Medicine Public Health, and Nursing Universitas Gadjah Mada
(5) Department of Cardiology and Vascular Medicine, Faculty of Medicine Public Health and Nursing, Universitas Gadjah Mada
(*) Corresponding Author

Abstract


Background: Anatomy is a crucial science for medical students, the deep understanding on material would help students dealing with clinical context such give a better explanation to patients until having better performance in doing clinical procedure and dissecting ability as a surgeon. Nevertheless, having a deep understanding and memorizing anatomy would need abundant effort. Several strategies combined with fit learning media will give great advantages for the students. This study is aimed to explore innovation in teaching anatomy by using augmented reality (AR) within a case-based discussion.

Methods:  A qualitative approach was used, in depth interview with teachers who facilitate the discussion and focus group discussion with the students. A thematic analysis was done in analyzing the data.

Results: Overall, the teachers and student were satisfied with the innovation. Several themes were identified from students’ point of view such visualization, content, technical problem, and the need of teachers. The most important success factor of AR usage was its visualization i.e., orientation, and visual spatial ability.

Conclusion: Combination case-based discussion with AR give promising strategies in understanding anatomy of heart. Using AR should consider several limitations of AR regarding to its visualization. Also considering the perceived advantages from the students, the usage of AR will be limited as supplement, a supporting media for having deep understanding on anatomy.


Keywords


teaching anatomy, case-based discussion, augmented reality, evaluation

Full Text:

PDF


References

  1. Baidwan S, Vashishtha K, Aggarwal B, Gupta PK. Anatomy Teaching: a Student’S Perspective. Int J Anat Res. 2018;6(2.2):5233–8.
  2. Ganguly P. Teaching and Learning of Anatomy in the 21st Century: Direction and the Strategies. The Open Medical Education Journal, 2010;3(1), 5–10.
  3. Vázquez R, Riesco JM, Juanes JA, Blanco E, Rubio M, Carretero J. Educational strategies applied to the teaching of anatomy. The evolution of resources. Eur J Anat. 2007;11(SUPPL. 1):31–43.
  4. Zargaran A, Turki MA, Bhaskar J, Spiers HVM, Zargaran D. The role of technology in anatomy teaching: Striking the right balance. Advances in Medical Education and Practice, 2020;11, 259–266. https://doi.org/10.2147/AMEP.S240150
  5. Abdullah E, Lone M, Balta JY. Student-Centered Learning in the Anatomy Laboratory: Medical Students’ Perspective. Medical Science Educator, 2020;30(4), 1459–1464. https://doi.org/10.1007/s40670-020-01094-w
  6. Akeel MA. Exploring students’ understanding of structured practical anatomy. Journal of Taibah University Medical Sciences, 2021;16(3), 318–327. https://doi.org/10.1016/j.jtumed.2020.12.006
  7. Singh K, Bharatha A, Sa B, Adams OP, Majumder MAA. Teaching anatomy using an active and engaging learning strategy. BMC Med Educ. 2019;19(1):1–8.
  8. Yoo H, Kim D, Lee YM, Rhyu IJ. Adaptations in Anatomy Education during COVID-19. J Korean Med Sci. 2021;36(1):1–12.
  9. Ocak MA, Topal AD. Blended learning in anatomy education: A study investigating medical students’ perceptions. Eurasia J Math Sci Technol Educ. 2015;11(3):647–83.
  10. Golshani N, Mehraban B, Rashidi I, Salari N, Jalili C. Factors Affecting Anatomy Learning from the Viewpoints of Medical Students at Basic Sciences Stage. Educ Res Med Sci. 2018;In Press(In Press).
  11. da Silva MMO, Teixeira JMXN, Cavalcante PS, Teichrieb V. Perspectives on how to evaluate augmented reality technology tools for education: a systematic review. J Brazilian Comput Soc. 2019;25(1).
  12. Triepels CPR, Koppes DM, Van Kuijk SMJ, Popeijus HE, Lamers WH, van Gorp T, et al. Medical students’ perspective on training in anatomy. Ann Anat [Internet]. 2018;217:60–5. Available from: https://doi.org/10.1016/j.aanat.2018.01.006
  13. Uğur B, Akkoyunlu B, Kurbanoğlu S. Students’ opinions on blended learning and its implementation in terms of their learning styles. Education and Information Technologies, 2011;16(1), 5–23. https://doi.org/10.1007/s10639-009-9109-9
  14. Saeed N, Yang Y, Sinnappan S. Emerging web technologies in higher education: A case of incorporating blogs, podcasts and social bookmarks in a web programming course based on students’ learning styles and technology preferences. Educational Technology and Society, 2009;12(4), 98–109.
  15. Burger PH, Scholz M. Der lerntyp macht den unterschied – Zusammenhang von Kolbs lerntypen mit psychischen befunden von medizinstudierenden im vorklinischen studienabschnitt am Hochschulstandort Erlangen. GMS Zeitschrift Fur Medizinische Ausbildung, 2014; 31(4), 1–15. https://doi.org/10.3205/zma000934
  16. Thepsatitporn S, Pichitpornchai C. Visual event-related potential studies supporting the validity of VARK learning styles’ visual and read/write learners. Advances in Physiology Education, 2016;40(2), 206–212. https://doi.org/10.1152/advan.00081.2015
  17. Husmann PR, O’Loughlin VD. Another Nail in the Coffin for Learning Styles? Disparities among Undergraduate Anatomy Students’ Study Strategies, Class Performance, and Reported VARK Learning Styles. Anatomical Sciences Education, 2019;12(1), 6–19. https://doi.org/10.1002/ase.1777
  18. Almoosa AS. A qualitative case study in augmented reality applications in education: Dimensions of strategic implementation. Diss Abstr Int Sect A Humanit Soc Sci [Internet]. 2019;80(1-A(E)). Available from: http://ezproxy.library.ubc.ca/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2018-52505-023&login.asp&site=ehost-live&scope=site
  19. Sundler AJ, Lindberg E, Nilsson C, Palmér L. Qualitative thematic analysis based on descriptive phenomenology. Nurs Open. 2019;6(3):733–9.
  20. Bork F, Lehner A, Eck U, Navab N, Waschke J, Kugelmann D. The Effectiveness of Collaborative Augmented Reality in Gross Anatomy Teaching: A Quantitative and Qualitative Pilot Study. Anat Sci Educ. 2021;14(5):590–604.
  21. Cortright RN, Collins HL, Rodenbaugh DW, DiCarlo SE. Student retention of course content is improved by collaborative-group testing. Am J Physiol - Adv Physiol Educ. 2003;27(1–4):102–8.
  22. Newton PM. The learning styles myth is thriving in higher education. Frontiers in Psychology, 2015; 6(DEC), 1–5. https://doi.org/10.3389/fpsyg.2015.01908
  23. Cuevas J. Is learning styles-based instruction effective? A comprehensive analysis of recent research on learning styles. Theory and Research in Education, 2015;13(3), 308–333. https://doi.org/10.1177/1477878515606621
  24. Newton PM, Salvi A. How Common Is Belief in the Learning Styles Neuromyth, and Does It Matter? A Pragmatic Systematic Review. Frontiers in Education, 2020; 5(December). https://doi.org/10.3389/feduc.2020.602451
  25. Urval RP, Kamath A, Ullal S, Shenoy AK, Shenoy N, Udupa LA. Assessment of learning styles of undergraduate medical students using the VARK questionnaire and the influence of sex and academic performance. Advances in Physiology Education, 2014; 38(3), 216–220. https://doi.org/10.1152/advan.00024.2014
  26. Anderson I. Identifying different learning styles to enhance the learning experience. Nursing Standard, 2016;31(7), 53–63. https://doi.org/10.7748/ns.2016.e10407
  27. Cesari V, Galgani B, Gemignani A, Menicucci D. Enhancing qualities of consciousness during online learning via multisensory interactions. Behavioral Sciences, 2021;11(5). https://doi.org/10.3390/bs11050057



DOI: https://doi.org/10.22146/jpki.69741

Article Metrics

Abstract views : 982 | views : 584

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Hikmawati Nurrokhmanti,

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by:

  

 JPKI Stats