An interactive, web-based tool for learning anatomic landmarks.
OBJECTIVE
To evaluate the effectiveness of a Web-based interactive teaching tool that uses self-assessment exercises with real-time feedback to aid students' learning in a gross anatomy class.


METHODS
A total of 107 of 124 first-year medical students at one school were enrolled in the study. Students were divided into three groups: Group 1 (n = 63) received introductory material and activated their Web-based accounts; Group 2 (n = 44) received introductory material but did not activate their Web-based accounts; and Group 3 (n = 17) were not enrolled in the study and received no introductory material. Students in Group 1 had access to a graphic showing the locations of anatomic landmarks, a drill exercise, and a self-evaluation exercise. Students' ability to identify the anatomic landmarks on a 30-question midterm and a 30-question final exam were compared among the groups.


RESULTS
The mean scores of students in Group 1 (midterm = 28.5, final = 28.1) were significantly higher than were the mean scores of students in Group 2 (midterm = 26.8, p <.001; final = 26.9, p <.017) and Group 3 (midterm = 24.8, p <.001; final = 26.4, p <.007).


CONCLUSIONS
The Web-based tool was effective in improving students' scores on anatomic landmark exams. Future studies will determine whether the tool aids students in identifying structures located in three-dimensional space within regions such as the cranium and the abdominal cavity.
Hallgren
Richard C
RC
Physical Medicine and Rehabilitation, Michigan State University, East Lansing, MI 48824, USA. hallgren@msu.edu
Parkhurst
Perrin E
PE
Monson
Carol L
CL
Crewe
Nancy M
NM
D000328:Adult; D000715:Anatomy / Q000193:education*; D003196:Computer Graphics; D003194:Computer-Assisted Instruction; D003479:Curriculum; D005246:Feedback; D005260:Female; D006801:Humans; D020407:Internet; D008297:Male; D010021:Osteopathic Medicine / Q000193:education*; D012655:Self-Evaluation Programs