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Evaluation of Neuroanatomy Web Resources for Undergraduate Education: Educators' and Students' Perspectives.
Anatomical Sciences Education ( IF 7.3 ) Pub Date : 2019-06-17 , DOI: 10.1002/ase.1896
Muhammad Asim Javaid 1 , Harriët Schellekens 1 , John F Cryan 1 , André Toulouse 1
Affiliation  

Despite the development of novel teaching strategies and the abundance of adjunct teaching web resources, students and early career physicians have continuously reported difficulties in learning and clinically applying neuroanatomy. Differences in instructional design of these resources, the lack of assessment of their capacity to meet intended educational goals, and a poor understanding of the user’s perspective may have hindered their success in increasing understanding and retention of neuroanatomical knowledge. To decipher the limitations of existing web resources, an online search for neuroanatomy web resources was performed and distilled through a strict filtration rubric. A selection of resources were analyzed by a panel of educators and rated using Likert scales, focusing on the identification of features influencing their usefulness in learning the anatomy of the spinal pathways. The top three ranked web resources were subsequently evaluated by a panel of medical and neuroscience students to assess how specific features aided in their learning of the subject. This detailed analysis has identified features of neuroanatomy web resources that are valued by both educators and users with regard to instructional design. One resource was rated highest by end users and educators on a series of Likert scale questions in terms of clarity of explanation, step‐wise teaching design, summarization of information, control of instructional‐pace, integration with neurophysiology, neuroradiology and clinical correlates, deployment of a wide array of pedagogical tools, and factors for visualizing neuroanatomical inter‐relationships. These results have provided a novel user perspective on the influence of specific elements of neuroanatomy web resources to improve instructional design and enhance learner performance.

中文翻译:

评估用于大学教育的神经解剖网络资源:教育者和学生的观点。

尽管开发了新颖的教学策略,并且辅助教学网络资源丰富,但学生和早期职业医师仍不断报告在学习和临床应用神经解剖学方面存在困难。这些资源的教学设计上的差异,缺乏对达到预期教育目标的能力的评估以及对用户视角的理解不足,可能会阻碍其在增加对神经解剖学知识的理解和保留方面的成功。为了破解现有Web资源的局限性,对神经解剖学Web资源进行了在线搜索,并通过严格的过滤规则对其进行了提炼。由教育工作者组成的小组对资源的选择进行了分析,并使用李克特量表进行了评估,着重于识别影响其在学习脊柱通路解剖结构中有用性的特征。随后,由医学和神经科学专业的学生组成的小组对排名前三的Web资源进行了评估,以评估特定功能如何帮助他们学习该主题。这项详细的分析确定了神经解剖学网络资源的特征,这些特征在教学设计方面受到教育者和用户的重视。在解释,清晰度,逐步教学设计,信息汇总,教学节奏控制,与神经生理学,神经放射学和临床相关性的整合,部署等方面,最终用户和教育者在一系列李克特量表问题上对一种资源的评价最高。各种各样的教学工具,以及可视化神经解剖学相互关系的因素。这些结果为神经解剖学网络资源的特定元素的影响提供了新颖的用户视角,从而改善了教学设计并提高了学习者的表现。
更新日期:2019-06-17
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