新奇虚拟互动脑图谱对学生神经解剖学感知的影响

Davies H.C, Edwards D.N, George J, Xie R, Kadish I
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摘要

神经解剖学实验室的教学技术不断发展,将在线互动资源融入其中,以改善学生的体验和学习效果。本研究旨在设计一种 "一体化 "的虚拟交互式脑图谱(VIBA),为学生提供一种教育资源,在脑实验室中提高他们的神经解剖学知识,并为他们提供可以自学和自我测试的实验资源。冠状切片、中矢状切片、全脑切片和水平脑切片被用来创建详细描述、互动功能和测验评估,以创建 VIBA。在一学期的神经解剖学课程中,向高年级本科生和验光配镜专业的学生提供了 VIBA,供他们在学期中使用。课程结束后分发了一份纸质调查表,以确定学生的看法。在大脑实验之前(p= 0.194)和大脑实验之后(p= 0.308),学生组之间在自我报告的理解方面没有明显差异。在表示非常同意在线脑图集提高了他们对神经解剖学的理解时(p= 0.032),以及在表示 VIBA 工具易于浏览时(p=0.048),两组学生之间存在显著差异。强烈认为在线脑图集质量足够高的两组学生之间存在明显差异(p= 0.015)。这种在线交互式脑图谱是利用现成的模型以省时省力的方式创建的,深受有经验的神经解剖学教师和学生的欢迎。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effects of a Novelty Virtual Interactive Brain Atlas on Student Perception of Neuroanatomy
The instructional techniques in neuroanatomy laboratories continue to evolve to incorporate online interactive resources to improve student experience and outcomes. This study aims to design an “all in one”Virtual Interactive Brain Atlas (VIBA) that provides students with an educational resource that will improve their knowledge of neuroanatomy while in the brain lab and provide them with lab resources they can self-study and self-test. Coronal, midsagittal, whole brain, and horizontal brain slices were used to create detailed descriptions, interactive features, and quiz assessments to create VIBA. Upper level undergraduate and optometry students taking a neuroanatomy one-semester course were provided with VIBA for use during the semester. A paper survey was distributed after completing the course to determine student perception. No significant difference was indicated between the student groups regarding their self-reported understanding prior to the brain lab (p= 0.194) and after the brain lab (p= 0.308). There was a significant difference between the student populations when stating that they strongly agreed that the online brain atlas improved their understanding of neuroanatomy (p= 0.032) and that the VIBA tool was easy to navigate (p=0.048). There was a significant difference between the two student groups that strongly agreed that the online brain atlas quality was sufficient (p= 0.015). This online interactive brain atlas was created in a time-efficient manner from readily available models and was well received by experienced neuroanatomy faculty and students.
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