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Is Augmented Reality the New Way for Teaching and Learning Veterinary Cardiac Anatomy?

ABSTRACT: Strong understanding of cardiac anatomy and function are essential components of veterinary medical education; however, the heart is considered challenging to comprehend due to its complexity. This study introduced and assessed a new learning resource, the IVALA® augmented reality (AR) heart program in a cohort of pre-veterinary students. Students were randomly divided into traditional textbook learning and AR learning groups. All students underwent a pre- and post-intervention testing assessing baseline cardiac anatomy knowledge, as well as pre-intervention evaluation of inherent spatial awareness. Teaching and learning included a 60-min cadaveric learning experience guided by either traditional learning resources or the IVALA® program. All students completed a participant survey about their learning experiences. Seventy-four students (36 in the control, and 38 in the IVALA® group) participated in the research. Overall, students improved in cardiac knowledge by an average of 24.5% after intervention regardless of study methodology. No significant difference in post-test improvement was noted between the two groups. On a 20-question assessment, students in the IVALA® group improved by an average of 4.9 questions correct over their pre-intervention test, and the control group improved by an average of 4.8 questions (p = 0.9). A positive correlation was found between spatial awareness scores and post-test improvement regardless of cohort group (p = 0.03). Sixty-two individuals (83.8%) completing the participant survey reported an overwhelming preference for learning with AR compared to traditional methods. This study illustrates student preference of IVALA® program in learning anatomy of the heart and supports its use is as effective as traditional methods of teaching with the benefit of increased enthusiasm and engagement.

Supplementary information

The online version contains supplementary material available at 10.1007/s40670-021-01260-8.

SUBMITTER: Little WB

PROVIDER: S-EPMC8368292 | biostudies-literature | 2021 Apr

REPOSITORIES: biostudies-literature

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Is Augmented Reality the New Way for Teaching and Learning Veterinary Cardiac Anatomy?

Little W Brady WB Dezdrobitu Cristian C Conan Anne A Conan Anne A Artemiou Elpida E

Medical science educator 20210318 2

Strong understanding of cardiac anatomy and function are essential components of veterinary medical education; however, the heart is considered challenging to comprehend due to its complexity. This study introduced and assessed a new learning resource, the IVALA® augmented reality (AR) heart program in a cohort of pre-veterinary students. Students were randomly divided into traditional textbook learning and AR learning groups. All students underwent a pre- and post-intervention testing assessing ...[more]

PMID: 34457922

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Project description:BackgroundVarious evidence-based and student-centered strategies such as team-based learning (TBL), case-based learning (CBL), and flipped classroom have been recently applied to anatomy education and have shown to improve student engagement and interaction. These strategies shift the focus of teaching from knowledge transmission to knowledge construction by students and encourage the use of tasks. This study discusses the use of an active and engaging learning strategy to teach the musculoskeletal system to Year 1 MBBS students (Faculty of Medical Sciences, The University of the West Indies, Cave Hill, Barbados) and examines the correlation between assessment modalities and student performance.MethodsThe "Active and Engaging Learning Strategy" was used to assess student learning in the form of oral presentations. Students had presentations on muscle attachments, muscle actions, blood and nerve supply, and applied anatomy of the limb musculature. Questions on the limbs (Locomotor System) were included in pre and post-presentation spotters, in-course assessments, and final examinations. Percentages, paired t-test, independent sample t-test, and zero-order correlations were performed to confirm the results for the different objectives of the study.ResultsThe main modes of presentation chosen were poems (37.1%), followed by stories (21.2%), songs (11.4%), and skits (10.6%). The majority of students (84%) found the strategies beneficial and recommended such sessions for future cohorts (92%). Students achieved significantly better scores in post-presentation spotters (p < 0.01) and the marks of in-course and final examinations also showed significant improvement (p < 0.01).ConclusionOur study highlighted that the active and engaging learning strategy can be used as an effective learning tool in anatomy. Students were proactive in preparing the muscle presentations by utilizing their own creativity, curiosity, and intelligence. Further studies should be conducted using randomized controlled trials to assess the effectiveness of various learning strategies which could open a new door to medical education.

Dataset Information

Is Augmented Reality the New Way for Teaching and Learning Veterinary Cardiac Anatomy?

Supplementary information

Publications

Is Augmented Reality the New Way for Teaching and Learning Veterinary Cardiac Anatomy?

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