difference between essential anatomy 5 app for windows

#DIFFERENCE BETWEEN ESSENTIAL ANATOMY 5 APP FOR WINDOWS GENERATOR#
#DIFFERENCE BETWEEN ESSENTIAL ANATOMY 5 APP FOR WINDOWS PRO#
#DIFFERENCE BETWEEN ESSENTIAL ANATOMY 5 APP FOR WINDOWS SOFTWARE#

In particular, students said apps were useful for identifying and understanding the form of c-shaped structures in the brain. Students’ comments on the features of individual apps: Students highly praised the inclusion of identification pins, sliding bars to advance through sections, isolate/hide functions, ability to rotate 3D structures and quizzes for revision in anatomy apps. Students in the control group attended the three gross anatomy laboratory sessions and had access to all the same resources except the iPads.įour common themes emerged from the focus group discussion: The third session was mainly focused on the pathways of the spinal cord tracts, for which no app was particularly suitable. During the second session, some students used the available apps to help construct a plasticine brainstem model. ĭuring the first session, experimental students were given access to the apps and were suggested to identify 55 structures in matching coronal sections of a cadaver brain and a T1-weighted MRI.

#DIFFERENCE BETWEEN ESSENTIAL ANATOMY 5 APP FOR WINDOWS PRO#

Each device had the following neuroanatomy apps: Brain and Nervous System Pro III, Essential Anatomy 5 Brain and Nervous Anatomy Atlas: Essential Reference for Students and Healthcare Professionals and iSurf BrainView. Students in the experimental group were given access to eight iPad© mini 2 tablets pre-loaded with neuroanatomy apps for three loosely-structured (learning objectives provided in the unit syllabus) gross anatomy laboratory sessions (1.5 h each). The maximum score is 200 and a score greater than 150 indicates that students have a high readiness for self-directed learning. The SDLRS questionnaire is a reliable and valid scale with 40-items rated on a five-point Likert scale from ‘strongly disagree’ to ‘strongly agree. Originally designed to measure the readiness of undergraduate nursing students for self-directed learning, the scale has since been used in a number of undergraduate educational settings such as medicine paramedicine and pharmacy. The SDLRS is a validated self-report instrument to assess students’ readiness for self-directed learning. Research staff not involved with teaching the students handed the envelopes to students, who then immediately opened the envelope and notified the staff of group allocation.Īll students were asked to complete the Self-directed Learning Readiness Scale (SDLRS) questionnaire during their first gross anatomy laboratory session. The group allocation was placed in sequentially numbered, opaque, sealed, envelopes.

#DIFFERENCE BETWEEN ESSENTIAL ANATOMY 5 APP FOR WINDOWS GENERATOR#

A random number generator was used to create a randomization list. Hence, this study was designed to encourage a group of students to use anatomy apps in a loosely-guided self-directed manner during class time and examine whether it improved student outcomes on a summative neuroanatomy assessment.įifty seven students in a Bachelor of Science with Chiropractic Major program (chiropractic major: n = 53 biomedical major: n = 2 exercise physiology major: n = 2) enrolled in CHI282 Human Anatomy II at Murdoch University (Semester 2, 2015) were randomly allocated to experimental ( n = 31) and control ( n = 26) groups in July 2015.

Two-thirds of students owned one or more anatomy apps however the majority used apps for less than 30 min per week, which suggests that it may be beneficial to introduce strategies that enhance the use of anatomy apps. Mobile technology devices (smartphones and tablets) are owned by the majority of students enrolled in anatomy units at Murdoch University.

#DIFFERENCE BETWEEN ESSENTIAL ANATOMY 5 APP FOR WINDOWS SOFTWARE#

Therefore, self-directed use of anatomy apps may improve students’ learning outcomes on a neuroanatomy assessment.Ĭomputerized 3D teaching tools in anatomy education are not new, but they are now contained in mobile software applications (apps) that are easily accessible to students. The majority (64 %) of students in that study reported they would have preferred user control. A previous study examining the effect of a 3D neuroanatomical teaching tool (MRI data sets with 3D neuroanatomical structures overlaid) reported that 79 % of experimental students strongly agreed that it helped to visualize 3D structures and spatial relationships in the brain. The use of advancing technology in anatomy education is supported, but it is noted that these tools are to complement how students explore, learn and collaborate in their learning environments and not to replace the existing practices. Teaching in anatomy is evolving, with a reduction in contact hours, increased student numbers, increased costs associated with cadavers and advances in technology, all driving change in the anatomy learning environment.

Difference between essential anatomy 5 app for windows