Lawrence E. Wineski, Perry Riggins, Rebecca Sealand, Christopher May

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Replacing Lectures in Gross Anatomy with
Computerized Study Guides and Tablet Computers.

• Lawrence E. Wineski, Perry Riggins, Rebecca
  Sealand, Christopher May
• Department of Anatomy NeurobiologyDivision of
  Information Technology Services Morehouse
  School of Medicine, Atlanta, GA

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Anatomy Education in US Medical Schools

• Challenges Declining curriculum time and number
  of teaching-oriented faculty available to convey
  increasing amounts of necessary information.
• Opportunities Recent research demonstrates that
  students learn more effectively in courses that
  include active and collaborative learning
  mechanisms assisted by information technology
  than in traditional courses.
• Result An ever increasing premium on teaching
  and learning time and efficiency

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Human Morphology
http//www.med-ed-online.org/rcurricula.htm

• Medical Education Online.2005Human Morphology
  A Reference Syllabus for an Integrated Course
  in Human Gross Anatomy, Embryology and
  Histology.

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Human Morphology

• Aims
• 1. Reduce the time spent in passive learning in
  traditional classroom lectures
• 2. Provide information technology-based learning
  experiences
• 3. Provide anytime/anyplace learning flexibility
• 4. Emphasize active learning via laboratory
  exercises and discussion of applied and
  functional topics during the scheduled classroom
  contact time

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Human Morphology

• Methods
• 1. Reduce lecture time, maintain lab time.
• 2. Implement a computer-based course delivery
  system.
• Produce interactive CD-ROM programs to replace
  traditional lectures.
• Does it make a difference?

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Blackboard Course Management
Time Line
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Shared Desktop Computer Lab
Time Line
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Individual Student Laptops Wireless Environment
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Tablet Personal Computers
Time Line
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Microsoft OneNote Features
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(No Transcript)
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T.I.P.S. Temporal, Infratemporal, and
Pterygopalatine Study Guide
Student Laptops Wireless
BlackboardIntro
Shared Desktops
TIPS CD
Tablets
Time Line
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T.I.P.S. Temporal, Infratemporal, and
Pterygopalatine Study Guide
T.I.P.S. Video Demonstration Screen Shots
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T.I.P.S. Student Evaluation Survey
1Strongly Disagree
2Disagree
3Neutral
4Agree
5Strongly Agree
Question

This CD loads and operates well in all computers
utilized.
1
The program is easy to navigate.
2
The sound is clear and easy to understand.
3
The images are clear and easy to understand.
4
The text is well organized and provides a
coherent flow of information.
5
The Library and Glossary features are helpful.
6
This CD allows me to use my time more effectively.
7
This CD enhances my learning of this material.
8
This CD is an adequate substitute for a
traditional classroom lecture on this subject.
9
This CD should be used to supplement, but
notreplace, a traditional classroom lecture on
this subject.
10
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Survey Results Four years of DataQuestions 1-8
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Student Response to Question 9This CD is an
adequate substitute for a traditionalclassroom
lecture on this subject.
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Student Response to Question 10This CD should
be used to supplement, but not replace, a
traditional classroom lecture on this subject.
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Exam Performance on T.I.P.S. vs Other Head and
Neck Questions
Student Laptops Wireless
BlackboardIntro
Shared Desktops
TIPS CD
Tablets
Time Line
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Introduction to the Face
Student Laptops Wireless
BlackboardIntro
Shared Desktops
TIPS CD
Tablets FACE CD
Time Line
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Introduction to the Face version 1.0
Intro. to the Face v1 Screen Shots
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Exam Performance on T.I.P.S. and FACE vs Other
Head and Neck Questions
Student Laptops Wireless
BlackboardIntro
Shared Desktops
TIPS CD
Tablets FACE CD
Time Line
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Introduction to the Face version 2.0
Intro. to the Face v2 Screen Shots
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Conclusions

• Information technology is changing the way
  medicine and allied health professions are
  taught, fostering a more active learning process
  as opposed to the passive learning of traditional
  lecture-based classes.

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Conclusions

• Selective replacement of lectures with carefully
  prepared, computer-based programs, in concert
  with an efficient delivery system
• Positive student attitudes
• Improved examination performance
• Selective replacement incorporation of
  self-directed lessons in key topics that benefit
  most from what multimedia technology has to
  offer, not elimination of all lectures.
• Computer-based multimedia used to replace
  lectures must keep up with emerging computer
  technology in order to engage students and
  deliver positive results.

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Conclusions

• Computer-based alternatives to lecture can be
  successful because they
• 1. Provide the user with self-driven, independent
  learning options.
• 2. Better serve the individual learning needs of
  the students.
• 3. Relieve the need for many (but not all)
  structured classroom sessions.
• 4. Maximize the time and efficiency of both
  students and faculty.