Blended Learning in Anatomy Education: A Study Investigating Medical Students' Perceptions

Mehmet Akif Ocak; Arzu Deveci Topal

doi:10.12973/eurasia.2015.1326a

Full Text (PDF)

Mehmet Akif Ocak ¹ ^* , Arzu Deveci Topal ²

More Detail

¹ Gazi University² Kocaeli University^* Corresponding Author

Abstract

Background:
The present study examines levels of satisfaction and perceptions of the students taking the blended anatomy course in Turkish Higher Education System.

Materials and methods:
15 students selected from 213 medical students participated in the study. An interview form was designed to identify the views of the students about the present study.

Results:
The interview results were analyzed in the NVIVO program using the content analysis technique. Based on the results, the medical students’ views on the blended anatomy course were classified into 8 categories: 1) visuality 2) content 3) effective learning 4) expectations from blended learning 5) accessibility 6) motivation 7) new perspective for the students and 8) continuity. Results indicate that medical students perceive blended learning environment positively.

Conclusions:
As a factor promoting learning, this study makes suggestions for taking advantage of the opportunities in a blended anatomy course successfully.

Keywords

blended approach
anatomy education
Perceptions
medical students

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2015, Volume 11, Issue 3, 647-683

https://doi.org/10.12973/eurasia.2015.1326a

Publication date: 01 Mar 2015

Article Views: 2260

Article Downloads: 1201

Open Access References How to cite this article

References

Arman, C., Cankur, N. Ş., Çelik, H.H, Ersoy, M., İçke, Ç., Kopuz, C., Özbek, A., & Pınar Atamaz, Y. (2002). Anatomy Education Working Group, First Period Interm Report. Sivas, Turkey: Anatomy Association.
Bains, M., Reynolds, P.A., McDonald, F., & Sherriff, M. (2011). Effectiveness and acceptability of face-to-face, blendedand e-Learning: A randomised trial of orthodontic undergraduates. European Journal of Dental Education, 15, 110-117. doi:10.1111/j.1600- 0579.2010.00651.x.
Beldarrain, Y. (2006). Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153. doi: 10.1080/01587910600789498.
Boudinot, S.G., & Bradley, B.C. (2001). Online Anatomy Lab (OAL): A Self-Regulated Approach to the Instruction of Human Anatomy. Interactive Multimedia Electronic Journal of Computer Enhanced Learning, 3(1), 10. (http://imej.wfu.edu/articles/2001/1/01/index.asp)
Deveci Topal, A., Ocak, M.A., & Çolak, T. (2012). Student Opinions About to Blended Learning Environment that Prepared for Anatomy Lesson. 9. Turkish Medical Informatics Conference, Antalya, Turkey.
Donnelly, R. (2010). Harmonizing technology with interaction in blended problem-based learning. Computers & Education, 54, 350–359. doi:10.1016/j.compedu.2009.08.012.
Graham, C. R. (2006). Blended Learning Systems: Definition, Current Trends, and Future Directions. In C. J. Bonk & C. R. Graham (Ed.), The Handbook of Blended Learning: Global Perspectives, Local Designs (pp. 3–21). San Francisco, USA: Pfeiffer Publishing.
Gürpınar, E., Zayim, N., Başarıcı, İ., Gündüz, F., Asar, M., & Oğuz, İ. (2009). E-learning and problem based learning integration in cardiology education. Journal of Anatolian Cardiology, 9, 158-64.
Heinze, A., & Procter, C. (2004). Reflections on the use of blended learning. Education in a Changing Environment Conference Proceedings. Manchester, England.
Inwood, M. J., & Ahmad, J. (2005). Development of Instructional, Interactive, Multimedia Anatomy Dissection Software: A Student-Led Initiative. Clinical Anatomy, 18, 613–617. doi: 10.1002/ca.20140.
Khalil, M.K., Kirkley, D.L., & Kibble, J.D. (2013). Development and evaluation of an interactive electronic laboratory manual for cooperative learning of medical histology. Anatomical Science Education, 6(5), 342-350. doi: 10.1002/ase.1350.
Khogali, S.E.O., Davies, D.A., Donnan, P.T., Gray, A., Harden, R.M., Mcdonald, J., Pippard, M.J., Pringle, S.D., & Yu, N. (2011). Integration of E-Learning Resources into a Medical School Curriculum. Medical Teacher, 33, 311–318. doi: 10.3109/0142159X.
Kocaeli University, Faculty of Medicine, Department of Anatomy (2011). Anatomy. Retrieved from http://tip.kocaeli.edu.tr/index.php?id=34.
Makhdoom, N., Khoshhal, K.I., Algaidi, S., Heissam, K., & Zolaly, M.A. (2013). Blended learning’ as an effective teaching and learning strategy in clinical medicine: a comparative cross-sectional university-based study. Journal of Taibah University Medical Sciences, 8(1), 12-17.
Mayer (2001). Multimedia Learning. Cambridge University Press.
Nicholson, D.T., Chalk, C., Funnell, R.J., & Daniel, S.J. (2006). Can virtual reality improve anatomy education? A randomised controlled study of a computer-generated three-dimensional anatomical ear model. Medical Education, 40, 1081–1087. doi: 10.1111/j.1365- 2929.2006.02611.x.
Ocak, M.A. (2011). Why are faculty members not teaching blended courses? Insights from faculty members. Computers & Education, 56, 689-699. doi:10.1016/j.compedu.2010.10. 011
Paechter, M., Maier, B., & Macher, D. (2010). Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers & Education, 54, 222–229. doi:10.1016/j.compedu.2009.08.005.
Petersson, H., Sinkvist, D., Wang, C., & Smedby, Ö. (2009). Web-Based Interactive 3D Visualization as a Tool for Improved Anatomy Learning. Anatomical Sciences Education, 2, 61-68. doi: 10.1002/ase.76.
Potomkova, J., Mihal, V., & Cihalik, C.(2006).Web-based instruction and its impact on the learning activity of medical students: a review. Biomed Pap Med Fac Univ Palacky Olomouc Czech Repub, 150(2), 357-61. doi: 10.5507/bp.2006.055
Primal pictures, (2014). Primal pictures 3D human anatomy medical software. Retrieved from http://www.primalpictures.com.
Ribaupierre, S., & Wilson, T.D. (2012). Construction of a 3-d Anatomical Model for Teaching Temporal Lobectomy. Computers in Biology and Medicine, 42, 692–696. doi: 10.1016/j.compbiomed.2012.03.005.
Sayek, İ., Odabaşı, O., & Kiper, N. (2010). Turkish Medical Association Undergraduate Medical Education Report. Ankara, Turkey: Turkish Medical Association Publications.
Schmidt, C., Reinehr, M., Leucht, O.,Behrendt, N., Geiler, S., & Britsch, S. (2011). MyMiCROscope-Intelligent Virtual Microscopy in a Blended Learning Model at Ulm University. Annals of Anatomy, 193(5), 395-402. doi: 10.1016/j.aanat.2011.04.009.
Shaffer, K., & Small J.E. (2004). Blended learning in medical education: use of an integrated approach with webbased small group modules and didactic instruction for teaching radiologic anatomy. Academic Radiology, 11(9), 1059-1070. doi: 0.1016/j.acra.2004.05.018.
Shahoumian, A., Parchoma, G., & Hanson, J. (2014).Blended Simulation Based Medical Education: A Durable Network for Learning? Proceedings of the 9th International Conference on Networked Learning. Retreived from http://www.networkedlearningconference.org.uk/abstr acts/pdf/shahoumian.pdf
Silva C.S., Souza M.B., Filho R.S.S., Medeiros L.M., & Criado P.R. (2011). E-learning program for medical students in dermatology. Clinics, 66(4), 619-622. doi: 10.1590/S1807-59322011000400016.
The American Heritage Dictionary of the English Language (2014). Fifth Edition, Houghton Mifflin Harcourt Publishing Company
Ward, J., Gordon, J., Field, M.J., & Lehmann, H.P. (2001). Communication and information technology in medical education. The Lancet, 357, 1452. doi: 10.1016/S0140- 6736(00)04173-8
Woltering, V., Herrler, A., Spitzer, K., & Spreckelsen, C. (2009). Blended learning positively affects students’ satisfaction and the role of the tutor in the problembased learning process: results of a mixed-method evaluation. Advances in Health Sciences Education, 14(5), 725-738. doi: 10.1007/s10459-009-9154-6.
Yang, Y., Zhang, L., & Bridges, S. (2012). Blended learning in dentistry: 3-D resources for inquiry-based learning. Knowledge Management & E-Learning: An International Journal, 4(2), 217-230.
Yıldırım, A., & Şimşek, H. (2008). Qualitative Research Methods in Social Sciences. Ankara, Turkey: Seçkin Publications.
Zihni, N.B., Turhan, K., & Çan, M.A. (2012). Implementation of web-based distance learning in medical education and to evaluate the effect on student achievement, 9. Turkish Medical Informatics Conference, Antalya.

How to cite this article

APA

Ocak, M. A., & Topal, A. D. (2015). Blended Learning in Anatomy Education: A Study Investigating Medical Students' Perceptions. Eurasia Journal of Mathematics, Science and Technology Education, 11(3), 647-683. https://doi.org/10.12973/eurasia.2015.1326a

Vancouver

Ocak MA, Topal AD. Blended Learning in Anatomy Education: A Study Investigating Medical Students' Perceptions. EURASIA J Math Sci Tech Ed. 2015;11(3):647-83. https://doi.org/10.12973/eurasia.2015.1326a

AMA

Ocak MA, Topal AD. Blended Learning in Anatomy Education: A Study Investigating Medical Students' Perceptions. EURASIA J Math Sci Tech Ed. 2015;11(3), 647-683. https://doi.org/10.12973/eurasia.2015.1326a

Chicago

Ocak, Mehmet Akif, and Arzu Deveci Topal. "Blended Learning in Anatomy Education: A Study Investigating Medical Students' Perceptions". Eurasia Journal of Mathematics, Science and Technology Education 2015 11 no. 3 (2015): 647-683. https://doi.org/10.12973/eurasia.2015.1326a

Harvard

Ocak, M. A., and Topal, A. D. (2015). Blended Learning in Anatomy Education: A Study Investigating Medical Students' Perceptions. Eurasia Journal of Mathematics, Science and Technology Education, 11(3), pp. 647-683. https://doi.org/10.12973/eurasia.2015.1326a

MLA

Ocak, Mehmet Akif et al. "Blended Learning in Anatomy Education: A Study Investigating Medical Students' Perceptions". Eurasia Journal of Mathematics, Science and Technology Education, vol. 11, no. 3, 2015, pp. 647-683. https://doi.org/10.12973/eurasia.2015.1326a