![]() ![]() Historically, epidemics come with several challenges and have often led to some level of negligence of ethical practices and health and safety regulations associated with body sourcing and handling. There are fears over the likely impact of a large number of deaths on body sourcing and handling of cadavers for teaching and research. Infections are still on the rise, and the impact on the global death rate could be devastating. ![]() The current Coronavirus disease (Covid-19) pandemic has spread to about 220 countries of the world and has resulted in a significant number of deaths globally. It has been seen that AR programs provide the most success among mobile applications and do not negatively affect student success. Examined articles have shown that mobile learning techniques used for anatomy education in the classroom, in the laboratory, and outside the classroom increase success and are more motivating than traditional learning methods. In 8 (26%) of the studies, it was seen that the final exam results of the students who learned anatomy with mobile application got higher scores than the students who learned with the traditional method. 6 (20%) of 30 studies are applications made with AR. However, in 6 (20%) studies, students stated that cadaveric education was easier, internet access outside the school was problematic, they had difficulty in downloading programs to their personal devices and they could not use the programs because they were paid. In 19 (63%) studies, the learning activity of medical faculty students in anatomy education with mobile applications was investigated, and positive feedback was received from the students. In 20 (66%) studies examined within the scope of systematic review, it was stated that mobile learning facilitates three-dimensional learning and it is motivating and fun. In the research, 779 scientific publications were reached in terms of appropriateness, and 30 were found to be related to the subject of the study and were considered. In this context, 12,220 articles were reached due to electronic scans. Data were collected for the study between January 10 and March 29, 2022. Research studies containing information about mobile applications used in anatomy education were analyzed using the keywords 'anatomy education' and 'mobile learning'. The use of mobile applications in anatomy education Scans published after 2013 was reviewed. Electronic databases such as Google Scholar, MEDLINE, PubMed, and Web of Science were used in the research. ![]() The general purpose of this systematic review is to evaluate the studies investigating the effects of mobile learning in anatomy education. It is known that mobile learning and 3D visualization methods are very useful in terms of students' perception, satisfaction, and usability. Technologies that facilitate the understanding of anatomical structures are advantageous for students compared to classical methods. In 19 (63%) studies, the learning effectiveness of medical school students in anatomy education with mobile applications was investigated, and positive feedback was received from the students. They stated that they can access anatomy notes and images at any time of the day (Bolatli & Kizil, 2022 Bork et al., 2021 Fernández-Alemán, López-González, et al., 2016 Gnanasegaram, Leung, & Beyea, 2020 Golenhofen et al., 2020 Havens, Saulovich, & Saric, 2020 Jamali, Shiratuddin, Wong, Oskam, & Sciences, 2015 Kurniawan & Witjaksono, 2018 Küçük, Kapakin, & Göktaş, 2016 Lazarus, Sookrajh, & Satyapal, 2017 Mendez-Lopez et al., 2022 Mogali et al., 2019 Moro, Štromberga, Raikos, & Stirling, 2017 Morris, Lambe, Ciccone, & Swinnerton, 2016 Pickering, 2015 Stewart & Choudhury, 2015 Stirling & Birt, 2014 Traser, Hoffman, Seifert, & Wilson, 2015 Wilkinson & Barter, 2016 Wilkinson et al., 2020). Within the scope of the systematic review, it was stated in 20 (66%) studies that mobile learning facilitates three-dimensional learning, is motivating and fun.
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