Using Hologram-Based Augmented Reality in Anatomy Learning: The TEACHANATOMY Randomized Trial

There is a lot of interest in employing tangible user interfaces (TUIs) to enhance teaching programming, but there is conflicting evidence for their advantages since implementing them in educational settings offers more difficulties than traditional learning. This paper examines the effect of using TUIs in learning and compares it to traditional learning methods. The study measures the difference in learning rate on university students majoring in computer science. The study was conducted on 20 university students aged 17 to 22 who participated in a 45-minute learning activity. The activity used a Tangible User Interface (TUI) and paper notes from a textbook. Pre-test and post-test results were collected as part of the study's between-groups design, and the TUI group outperformed the traditional learning group in terms of learning gains. The TUI group had an increase of 25.4% in their scores following the three learning sessions and a 1.5% decrease when the retention was measured two weeks later. The traditional paper learning group had increase of 9.1% in scores and a decrease of 7.2% in retention.

Reconsidering laboratory-based anatomy within the backdrop of digital transformation: Bringing an old practice into a new world.

This study attempted to test whether the use of computer-assisted language learning (CALL) and innovative collaborative learning could be more effective than the use of traditional collaborative learning in improving students’ English proficiencies. A true experimental design was used in the study. Four randomly-assigned groups participated in the study: a traditional collaborative learning group (TCLG, 34 students), an innovative collaborative learning group (ICLG, 31 students), a CALL traditional collaborative learning group (CALLTCLG, 32 students), and a CALL innovative collaborative learning group (CALLICLG, 31 students). TOEIC (Test of English for International Communication) listening, reading, speaking, and writing pre-test and post-test assessments were given to all students at an interval of sixteen weeks. Multivariate analysis of covariance (MANCOVA), multivariate analysis of variance (MANOVA), and analysis of variance (ANOVA) were used to analyze the data. The results revealed that students who used CALL had significantly better learning performance than those who did not. Students in innovative collaborative learning had significantly better learning performances than those in traditional collaborative learning. Additionally, students using CALL innovative collaborative learning had better learning performances than those in CALL collaborative learning, those in innovative collaborative learning, and those in traditional collaborative learning.

The topic of pressure and buoyancy is one that encompasses both invisible and abstract conceptions and about which students have misconceptions. The purpose of this research was to research the effectiveness of three different methods of teaching physics (conceptual change-based, real life context-based and traditional learning on upper-secondary physics students in the 11th grade in terms of conceptual achievement about the pressure and buoyancy topics. In this research, pre-test/post-test quasi-experimental design with non-equivalent control group, involving a 3 (group) × 2 (time) factorial design was used. Experimental 1 Group was given the conceptual change texts on the mentioned subjects, the Experimental 2 Group was offered a learning approach based on real life context-based learning, whereas the control group was given the traditional learning. Data for the research were collected with the "Pressure Conceptual Test". When the results of the research were examined, it was found that the conceptual change text group's conceptual understanding scores were significantly higher than those of the context-based learning group and the traditional learning group. The context-based learning group's conceptual understanding scores were significantly higher than those of the traditional learning group. Key words: conceptual change texts, conceptual achievement, real life context-based learning.

In India, traditional learning approaches in universities follow passive learning and instruction‐based studies. The demand for evidence‐based instructional and interactive active learning processes increases with the advancement in technology. To improve the quality of teaching and student performance, Laureate International University network has taken a unique initiative by applying an iterative and evidence‐based active learning process in small groups at the University of Petroleum and Energy Studies, Dehradun for the Postgraduate Certificate in Academic Practice program. In this study, active learning processes with digital devices (mobile devices) and digital technologies (modeling tools, simulation, and online resources), having virtual small‐to‐medium strength classrooms are integrated into various scenarios with different levels of education. This has been found to be useful in improving student performance during the COVID‐19 pandemic. The proposed process applies both traditional and active learning processes with the provision to use mobile devices for digital content. This process also involves teachers attending a Bootcamp, over a 2‐month period, consisting of four modules in which they learn about and use digital content that will then be applied in their courses. Results show that the active learning process is of great benefit to students over traditional learning, and it provides a 30% improvement in student's grades. Further, it is observed that long‐term learning average marks increase by 66.9% in two engineering subjects. The simulation‐based experimentations are conducted to engage students and faculty members in active learning and simulation learning processes. It shows that the proposed approach (active learning) improves students' learning abilities as compared to the traditional approach.

There has been limited literature on immersive virtual reality (VR) simulation in orthopaedic education. The purpose of this multicenter, blinded, randomized controlled trial was to determine the validity and efficacy of immersive VR training in orthopaedic resident education. Nineteen senior orthopaedic residents (resident group) and 7 consultant shoulder arthroplasty surgeons (expert group) participated in the trial comparing immersive VR with traditional learning using a technical journal article as a control. The examined task focused on achieving optimal glenoid exposure. Participants completed demographic questionnaires, knowledge tests, and a glenoid exposure on fresh-frozen cadavers while being examined by blinded shoulder arthroplasty surgeons. Training superiority was determined by the outcome measures of the Objective Structured Assessment of Technical Skills (OSATS) score, a developed laboratory metric, verbal answers, and time to task completion. Immersive VR had greater realism and was superior in teaching glenoid exposure than the control (p = 0.01). The expert group outperformed the resident group on knowledge testing (p = 0.04). The immersive VR group completed the learning activity and knowledge tests significantly faster (p < 0.001) at a mean time (and standard deviation) of 11 ± 3 minutes than the control group at 20 ± 4 minutes, performing 3 to 5 VR repeats for a reduction in learning time of 570%. The immersive VR group completed the glenoid exposure significantly faster (p = 0.04) at a mean time of 14 ± 7 minutes than the control group at 21 ± 6 minutes, with superior OSATS instrument handling scores (p = 0.03). The immersive VR group scored equivalently in surprise verbal scores (p = 0.85) and written knowledge scores (p = 1.0). Immersive VR demonstrated substantially improved translational technical and nontechnical skills acquisition over traditional learning in senior orthopaedic residents. Additionally, the results demonstrate the face, content, construct, and transfer validity for immersive VR. This adequately powered, randomized controlled trial demonstrated how an immersive VR system can efficiently (570%) teach a complex surgical procedure and also demonstrate improved translational skill and knowledge acquisition when compared with a traditional learning method.

The objective of this study was to assess the adverse health symptoms experienced by adult subjects who were exposed to benzene after a flaring disaster at the BP refinery in Texas City, Texas. A total of 2162 adults aged 18 years or older and exposed to benzene were included. Using the patients' medical charts, we collected and analyzed data on health complaints as well as the patients' serum levels of beta-2-microglobulin and urinary excretion of phenol. A total of 11,368 health symptom complaints were reported in 2162 adults exposed to benzene. Neurological symptoms occurred most frequently (174%), followed upper respiratory symptoms (115%), cough (31%), painful joints (30%), cardiac symptoms (28%), dermatological symptoms (28%), gastrointestinal symptoms (27%), diarrhea (25%), vision symptoms (21%), and nausea/vomiting (19%). Logistic regression analysis indicated that urinary symptoms (R2=0.65) and painful joints (R2=0.44) were positively associated with increasing age in benzene-exposed subjects. Adult subjects exposed to benzene experience a range of adverse health symptoms and an altered profile of urinary phenol, thus indicating they are at high risk of developing serious future health complications. (Disaster Med Public Health Preparedness. 2018;12:232-240).

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Objective: To explore the effect of participatory teaching method combined with virtual simulation system in the teaching of ultrasound imaging. Method: From September 2022 to December 2022, a total of 90 students from 2 classes of Grade 2019 in the Department of Imaging were selected. 45 people in the control group will adopt the traditional teaching method, and 45 people in the experimental group will adopt the participatory teaching method + virtual simulation system, to compare the teaching effect of the two groups. Results: The teaching satisfaction of the experimental group in teaching form (95.56%), teaching content (95.56%), student learning initiative (97.78%), learning interest (95.56%), practical operation (97.78%), etc. Higher than the control group, P&lt;0.05; the theoretical knowledge and practical operation test scores of the experimental group were significantly higher than the control group, P&lt;0.05. Conclusion: In the teaching of ultrasound imaging, choosing participatory teaching method combined with virtual simulation system can effectively improve students' theoretical knowledge and practical operation level, and strictly grasp the characteristics of ultrasound images, which is worth adopting.

<sec> <title>BACKGROUND</title> Large language model (LLM)-driven virtual patients (VPs) are increasingly used to simulate history taking. However, there is currently no straightforward methodological approach to effectively identify students’ clinical reasoning activities during these interactions, which limits the ability to provide personalised feedback. </sec> <sec> <title>OBJECTIVE</title> This study aims to develop a structured coding scheme to characterise medical students’ behaviours during interactions with LLM-driven VPs. </sec> <sec> <title>METHODS</title> Second-year medical students (N=210) completed text-based history-taking sessions across five simulated chest pain cases, yielding 1,030 dialogues. Dialogues from Cases 1–4 were analysed using systematic text condensation (STC) to develop a coding scheme inductively. Two raters independently coded a subset of dialogues, and inter-coder reliability was assessed using Cohen’s kappa. The established scheme was then applied to the dialogues from Case 5, and Pearson correlation coefficients (r) were used to assess associations between code frequencies and external performance outcomes: diagnostic accuracy, history-taking checklist scores, clinical knowledge test scores, and post-encounter form (PEF) scores. </sec> <sec> <title>RESULTS</title> The STC analysis produced a 12-code scheme comprising four clinical reasoning codes (Pathophysiologic Question, Relevant Response, Summarising &amp; Integrating, Logical Organisation), six information-gathering codes, and two communication codes. Inter-coder reliability was high for all dimensions: clinical reasoning (κ = 1.00), information gathering (κ = 0.95-0.98), and communication (κ = 1.00). In Case 5, Summarising &amp; Integrating was most predictive, correlating with diagnostic accuracy (χ2 =6.019, P=.014), checklist scores (r=0.208, P=.003), knowledge test scores (r=0.225, P=.002), and PEF scores (r=0.191, P=.009). Logical organisation (LO) also correlated with diagnostic accuracy (χ2 =0.188, P=.008), checklist (r=0.592, P&lt;.001), and knowledge test scores (r=0.170, P=.013). Patho-physiologic question showed weaker but significant associations with checklist and knowledge tests (r=0.177, p=.013 and r=0.145,p=.042). Only two information-gathering codes demonstrated weak-to-moderate associations with checklist and knowledge test scores, while only one communication code showed a weak association with knowledge tests. </sec> <sec> <title>CONCLUSIONS</title> This study developed a theory-informed coding scheme that reliably distinguishes information-gathering and reasoning behaviours in history-taking with virtual patients. Enabling the identification of diverse behaviours provides a foundation for formative assessment and personalised feedback, offering a scalable approach to support the development of clinical reasoning in medical students. </sec> <sec> <title>CLINICALTRIAL</title> NO </sec>

This article explores the effects of the coronavirus disease 2019 (Covid‐19) pandemic on the evolution of both physical and digital cadavers within the unique ecosystem of the anatomy laboratory. A physical cadaver is a traditional and established learning tool in anatomy education, whereas a digital cadaver is a relatively recent phenomenon. The Covid‐19 pandemic presented a major disturbance and disruption to all levels and types of education, including anatomy education. This article constructs a conceptual metaphor between a typical anatomy laboratory and an ecosystem, and considers the affordances, constraints, and changing roles of physical and digital cadavers within anatomy education through an ecological lens. Adaptation of physical and digital cadavers during the disturbance is analyzed, and the resiliency of digital cadaver technology is recognized. The evolving role of the digital cadaver is considered in terms of increasing accessibility and inclusivity within the anatomy laboratory ecosystem of the future.

PurposeVirtual anatomy education was the only way that supported the learning process of the students during the forced lockdown time of COVID-19 pandemic. The intention of the current study was to apprehend the expected challenges experienced by the medical and dental students during their cyber anatomy classes.MethodsThis study was carried on 300 1st and 2nd year medical and dental students who joined their respective college in January 2020, and consented to participate in the study. A multiple choice questionnaire regarding their stance about these online classes was formed and student’s feedback was taken.ResultsMost (80%) of the students longed for their traditional anatomy learning i.e., dissection courses, didactic lectures, interaction and motivation from their mentors and peer. The students blamed the learning without live dissections, models and microscopic slides for their lack of confidence. More than 80% students blamed inappropriate gadgets, absence of high-band internet connections, as possible barriers in their digital learning. Lack of self-motivation was considered by 66% students.ConclusionsThis situation of anatomy education while lockdown was not intentional and should not be taken as the silver bullet solution for a subject like anatomy. Although students had to face a lot of challenges but this shift to online mode went swiftly at the time of health crisis. This digital learning may extend for an indefinite period, the students’ feedback will be helpful in bringing appropriate and timely modifications in digital anatomy education.

BackgroundGeneration Z is starting to reach college age. They have adopted technology from an early age and have a deep dependence on it; therefore, they have become more drawn to the virtual world. M-learning has experienced huge growth in recent years, both in the medical context and in medical and health sciences education. Ultrasound imaging is an important diagnosis technique in physiotherapy, especially in sports pathology. M-learning systems could be useful tools for improving the comprehension of ultrasound concepts and the acquisition of professional competencies.ObjectiveThe purpose of this study was to evaluate the efficacy and use of an interactive platform accessible through mobile devices—Ecofisio—using ultrasound imaging for the development of professional competencies in the evaluation and diagnosis of sports pathologies.MethodsParticipants included 110 undergraduate students who were placed into one of two groups of a randomized controlled multicenter study: control group (ie, traditional learning) and experimental group (ie, Ecofisio mobile app). Participants’ theoretical knowledge was assessed using a multiple-choice questionnaire (MCQ); students were also assessed by means of the Objective Structured Clinical Examination (OSCE). Moreover, a satisfaction survey was completed by the students.ResultsThe statistical analyses revealed that Ecofisio was effective in most of the processes evaluated when compared with the traditional learning method: all OSCE stations, P<.001; MCQ, 43 versus 15 students passed in the Ecofisio and control groups, respectively, P<.001. Moreover, the results revealed that the students found the app to be attractive and useful.ConclusionsThe Ecofisio mobile app may be an effective way for physiotherapy students to obtain adequate professional competencies regarding evaluation and diagnosis of sports pathologies.Trial RegistrationClinicalTrials.gov NCT04138511; https://clinicaltrials.gov/ct2/show/NCT04138511

Objective To explore the feasibility and effectiveness of peer-assisted learning (PAL) in the clinical probation teaching of orthopaedics in excellent doctors classes. Methods Forty students in the 2014 excellent doctors class in Inner Mongolia Medical University were selected and randomly divided into the experimental group and the control group. The experimental group adopted the PAL teaching mode, and the control group received the ordinary teaching mode. At the end of the internship, theoretical knowledge and practical skills tests were conducted, and self-evaluation and course evaluation were completed in the form of questionnaires. Results The scores of the experimental group in theoretical knowledge and practical skills were higher than those of the control group, and the differences are statistically significant [theoretical scores (97.2±0.7) vs. (90.2±1.3); practical operation scores (98.5±2.4) vs. (89.2±1.5); case analysis (98.1±0.8) vs. (92.3±2.8), P<0.05]. Students in the experimental group were generally satisfied with their mastering of the basic theoretical knowledges and clinical practice skills of orthopaedics. Conclusion The application of the PAL model in clinical probation teaching not only stimulates students' enthusiasm for learning, but also enhances their eagerness in self-learning; it helps students master the basic theoretical knowledge and clinical skills better in clinical probation. Key words: Peer-assisted learning; Internship; Excellent doctors; Teaching

Possessing excellent anatomical knowledge is crucial for every health care trainee, including medical and physiotherapy students. Hands-on sessions in the dissection class form the cornerstone of anatomy education. Recent years increasing student numbers and decreased availability of time within the anatomy dissection room, forces the development of alternative teaching methods to use the dissection class as efficiently as possible. Most alternatives include video recordings and books (2D), but also 3D high-fidelity models (3D-HFM). These are anatomically accurate, morphable and dynamic 3D models that result from scanning cadaveric specimens. It is assumed that 3D-HFM have some learning benefits over 2D-models. Development of 3D-HFM is a cost- and time-consuming task and the effect of 3D learning into anatomy education needs to be further evaluated before it can be properly integrated into the program. Therefore, a pilot study is set-up to investigate the learning effect of manipulable 3D-HFM. The pilot study focuses on the effect of using static 2D atlas-type models (2D-ATM) versus manipulable 3D-HFM on learning processes and outcomes when studying and preparing for hands-on osteology of the skull in first-year physical therapy students. 10 students will be randomly assigned into 2 groups (n=5). Students will be invited one-by-one to the Antwerp Social Lab. After having measured their prior anatomy knowledge and spatial ability, students will watch a knowledge clip explaining the basics of the skull. Then, depending on the condition, students are given either static 2D-ATM or manipulable 3D-HFM to study (as if for an exam) the osteology. While learning, students’ eye movements and electroencephalography (EEG) are collected to capture students’ cognitive load. Log data of their actual manipulation of the 2D-ATM or 3D-HFM is collected as well. When finished, students are given a post-test that maps their anatomical knowledge about the osteology of the skull using (1) nominal questions on pictures and x-rays, and (2) more complex questions capturing students’ insight. Finally, a practical test on a physical skull bone is administered that requires students to recognize certain structures and underlying relationships. This pilot will form the basis of a broader research into innovation in anatomy education. Further research is needed to investigate to what extent online 3D-HFM are appropriate to improve the learning process and outcome compared to 2D-ATM. These studies should also examine the effect of 3D-HFM can compensate for the decreased time spent in the dissection room.