Implementing and integrating computer-based activities into a problem-based gross anatomy curriculum.
A problem-based learning curriculum in gross anatomy was begun for a limited number of students to address unsuccessful methodology inherent in a traditional instructional approach. To eliminate some concerns associated with the laboratory component, computer-based instruction and other computer- related activities were actively integrated into the total instructional process. Prosections, directions, quizzes, images, and grades were provided in lab at table-side computer workstations, in the library, and on the web. Results were assessed through questionnaires in which students rated their learning experience according to a Likert-type scale. Success was measured by quantitative improvements in student perception. In this three-year study, observations and measurements have suggested increasingly positive student attitudes toward educational technology, for networks as a faster and more effective method of student/faculty communication, and in the utilization of computer-based instruction for greater flexibility and efficiency in learning. This allowed a rethinking of the structure and content of the curriculum by the faculty, which permitted reduced laboratory time, more small-group activity, and less reliance on staff.
Levine
M G
MG
Department of Anatomy and Cell Biology, State University of New York-Health Science Center at Brooklyn, 11203-2098, USA. mlevine@netmail.hscbklyn.edu
Stempak
J
J
Conyers
G
G
Walters
J A
JA
D000715:Anatomy / Q000193:education*; D003198:Computer Simulation; D003194:Computer-Assisted Instruction / Q000379:methods*; D003479:Curriculum; D004210:Dissection; D004504:Education, Medical, Undergraduate / Q000379:methods*; D006801:Humans; D008953:Models, Anatomic; D018794:Problem-Based Learning / Q000379:methods*; D015397:Program Evaluation