Web Analytics to Objectively Measure the Success of Educational Resources in Human Anatomy.

IF 1.8 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

Medical Science Educator Pub Date : 2025-02-06 eCollection Date: 2025-06-01 DOI:10.1007/s40670-025-02304-z

Pilar Alberola-Zorrilla, Rosa Zaragozá-Colom, Amparo Gimeno-Monrós, Daniel Sánchez-Zuriaga

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引用次数: 0

Abstract

Traditional human anatomy teaching relies on face-to-face models, although new methodologies based on virtual platforms can enhance autonomous learning. However, the specific type of online tools preferred by the students remains unclear. This study compared student engagement with two teaching tools: (1) online unidirectional lessons and (2) an interactive Instagram profile, @eldeanato. Both tools incorporated new anatomical illustrations and detailed dissection photographs. The Instagram profile included questionnaires via the Instagram stories quiz sticker. Students' satisfaction was assessed by means of online surveys. Engagement with each of the interventions was evaluated using objective measures of web analytics: percentages of interaction with the questionnaires on Instagram and adding Google Analytics tools to the online lessons' website code. Student satisfaction with both types of material was high, but the participative material had much higher engagement scores. The Instagram profile allowed continuous participation, with increasing followers and interaction levels. Our results show the importance of objective engagement measurements to evaluate the success of innovative teaching interventions. In order to increase student adherence, teaching interventions should be participative and integrated with popular social networks, like Instagram, even though this is a field that could be seen as estranged from academic teaching.

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客观衡量人体解剖学教育资源成功的网络分析。

传统的人体解剖学教学依赖于面对面的模式，尽管基于虚拟平台的新方法可以增强自主学习。然而，学生们偏好的具体在线工具类型尚不清楚。这项研究比较了两种教学工具对学生参与度的影响：(1)在线单向课程和(2)交互式Instagram个人资料@eldeanato。这两种工具都包含了新的解剖插图和详细的解剖照片。Instagram的个人资料包括通过Instagram故事测验贴纸进行的问卷调查。通过在线调查的方式评估学生的满意度。使用网络分析的客观测量来评估每个干预措施的参与程度：与Instagram上的问卷互动的百分比，以及在在线课程的网站代码中添加谷歌分析工具。学生对两种材料的满意度都很高，但参与性材料的参与度得分要高得多。Instagram的个人资料允许持续参与，关注者和互动水平不断增加。我们的研究结果显示了客观参与测量对评估创新教学干预成功的重要性。为了提高学生的依从性，教学干预应该是参与性的，并与流行的社交网络（如Instagram）相结合，尽管这是一个可能被视为与学术教学疏远的领域。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Medical Science Educator Social Sciences-Education

CiteScore

2.90

自引率

11.80%

发文量

202

期刊介绍： Medical Science Educator is the successor of the journal JIAMSE. It is the peer-reviewed publication of the International Association of Medical Science Educators (IAMSE). The Journal offers all who teach in healthcare the most current information to succeed in their task by publishing scholarly activities, opinions, and resources in medical science education. Published articles focus on teaching the sciences fundamental to modern medicine and health, and include basic science education, clinical teaching, and the use of modern education technologies. The Journal provides the readership a better understanding of teaching and learning techniques in order to advance medical science education.