![]() ![]() Originally designed to measure the readiness of undergraduate nursing students for self-directed learning, the scale has since been used in a number of undergraduate educational settings such as medicine paramedicine and pharmacy. The SDLRS is a validated self-report instrument to assess students’ readiness for self-directed learning. Research staff not involved with teaching the students handed the envelopes to students, who then immediately opened the envelope and notified the staff of group allocation.Īll students were asked to complete the Self-directed Learning Readiness Scale (SDLRS) questionnaire during their first gross anatomy laboratory session. The group allocation was placed in sequentially numbered, opaque, sealed, envelopes. A random number generator was used to create a randomization list. Hence, this study was designed to encourage a group of students to use anatomy apps in a loosely-guided self-directed manner during class time and examine whether it improved student outcomes on a summative neuroanatomy assessment.įifty seven students in a Bachelor of Science with Chiropractic Major program (chiropractic major: n = 53 biomedical major: n = 2 exercise physiology major: n = 2) enrolled in CHI282 Human Anatomy II at Murdoch University (Semester 2, 2015) were randomly allocated to experimental ( n = 31) and control ( n = 26) groups in July 2015. Two-thirds of students owned one or more anatomy apps however the majority used apps for less than 30 min per week, which suggests that it may be beneficial to introduce strategies that enhance the use of anatomy apps. Mobile technology devices (smartphones and tablets) are owned by the majority of students enrolled in anatomy units at Murdoch University. Therefore, self-directed use of anatomy apps may improve students’ learning outcomes on a neuroanatomy assessment.Ĭomputerized 3D teaching tools in anatomy education are not new, but they are now contained in mobile software applications (apps) that are easily accessible to students. The majority (64 %) of students in that study reported they would have preferred user control. A previous study examining the effect of a 3D neuroanatomical teaching tool (MRI data sets with 3D neuroanatomical structures overlaid) reported that 79 % of experimental students strongly agreed that it helped to visualize 3D structures and spatial relationships in the brain. The use of advancing technology in anatomy education is supported, but it is noted that these tools are to complement how students explore, learn and collaborate in their learning environments and not to replace the existing practices. ![]() Teaching in anatomy is evolving, with a reduction in contact hours, increased student numbers, increased costs associated with cadavers and advances in technology, all driving change in the anatomy learning environment. ![]()
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