Authors

Eric B. Bauman
Reid Adams
Greg Gilbert
James Dundas
Carmen Fuentealba
David Pederson

Institutions

Institute for Research & Clinical Strategy, Research and Development & Game-Based Learning, USA

Institute for Research & Clinical Strategy, Simulation Operations, USA
Ross University School of Veterinary Medicine, Teaching and Learning, USA

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Rating: 3.5/5 (15 votes cast)

Theme

9BB Simulation 1

Title

AnatomyTable: An interactive designed experience for veterinary anatomy and physiology education

Background

3D digital simulation represents a new phenomenon in veterinary education. When such technology is leveraged to prepare students for clinical encounters it should map to the curriculum and solve challenges associated with traditional instruction. 

Summary of Work

AnatomyTable provides a 3D canine model displayed on alarge touch screen. This can be dissected by body system; additionally students are able to complete virtual surgical techniques. To reinforce course objectives AnatomyTable allows faculty to link to course notes. IRB approved focus groups were conducted to evaluate acceptance of this technology to support existing curriculum and to glean feedback for AnatomyTable enhancements

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Summary of Results

A sample of 66 students was surveyed. 95% found AnatomyTable Very Helpful (n=39) or Somewhat Helpful (n=24); with 50 (66%) Very Willing to use it and 14 (21%) Somewhat Willing to use it. Finally, 40 students (61%) were Very Satisfied with AnatomyTable and 14 (21%) Somewhat Satisfied. Qualitative results form open-ended questions were consistent with quantitative results.

Conclusion

Students in this study were accepting of educational technology as a tool to support their existing curriculum. By Involving students in the technology piloting process researchers found important design information and insight to the technology. Additionally, through completed student questionnaires and focus group discussions researchers gained feedback for technology and content enhancement.

Take-home Messages

The presented information provides impetus for inclusion of digital simulation for veterinary education. While researchers believe students are accepting of the presented technology, teachers and researchers alike should understand further investigation is required to determine if this technology has an effect on learner outcomes.

Background
Summary of Work
Summary of Results
Conclusion
Take-home Messages
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