revising the final project and sorting the references page as APA format
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finalfinalproject.docxThe efficacy of using YouTube on student’s knowledge acquisition and retention and critical thinking in human anatomy course
Background
Internet and user-generated content have made a huge impact on anatomy instruction in recent years. Social media sites like Facebook, YouTube, Twitter, Flickr, and Instagram are just a few examples (Moran, 2011). Faculty-run Facebook Pages at the University of Sharjah, for example, were found to be beneficial in boosting anatomy knowledge beyond the scope of traditional lecture formats (Jaffar, 2014). Another study at the University of Southampton found that medical students benefited from utilizing Twitter to aid their learning in a neuro anatomy curriculum (Hennessy, 2016). More than 78% of second-year medical and radiation therapy students said that YouTube was their primary source for anatomy-related video clips, according to a study conducted at Dublin College (Barry, 2016). First-year medical students in Venezuela were found to use YouTube videos to learn about the human anatomy, according to a separate research ((Reverón, 2016).
The effectiveness of utilizing cadaver dissection in enhancing anatomical knowledge of students and hands on experience for future doctors.
When it comes to practicing surgery, anatomical knowledge is necessary for students' clinical skills acquisition and is particularly important (Abdullatif, 2020). A three-dimensional view of the human body is gained by dissection, which enhances students' regional and systemic anatomy knowledge, as well as reinforcing what they acquired in lectures and tutorials (Ghosh, 2017). Dissection practice improves medical students' cognitive abilities and attention spans, as well as their physical endurance, which is a prerequisite for medical students to practice dissection (Romo-Barrientos, 2019).
The effects of using protection on student’s perception in medical and allied health schools.
Prosections have been used instead of full-body dissection in some schools because of the unavailability of donated bodies and the reduced amount of time allocated for dissection practice in today's integrated curricula (Habbal, 2009). This allows students to spend more time studying structures instead of spending hours looking for and investigating them in dissection classes. In medical education, advances in preservation techniques, plastinated specimen production, and rapidly rising technology have all led to an increase in the use of prosected specimens and multimedia-based methodologies. With regard to exploring, visualizing and comprehending the interrelationships between structures, prosections have been deemed useful (Drake, 2014).
Reference
Moran, M., Seaman, J., & Tinti-Kane, H. (2011). Teaching, Learning, and Sharing: How Today's Higher Education Faculty Use Social Media. Babson Survey Research Group.
Jaffar, A. A. (2014). Exploring the use of a Facebook page in anatomy education. Anatomical sciences education, 7(3), 199-208.
Hennessy, C. M., Kirkpatrick, E., Smith, C. F., & Border, S. (2016). Social media and anatomy education: Using twitter to enhance the student learning experience in anatomy. Anatomical sciences education, 9(6), 505-515.
Barry, D. S., Marzouk, F., Chulak‐Oglu, K., Bennett, D., Tierney, P., & O'Keeffe, G. W. (2016). Anatomy education for the YouTube generation. Anatomical sciences education, 9(1), 90-96.
Reverón, R. R. (2016). The use of YouTube in learning human anatomy by Venezuelan medical students. MOJ Anat & Physiol, 2(7), 00075.
Abdellatif, H. (2020). Time spent in practicing dissection correlated with improvement in anatomical knowledge of students: experimental study in an integrated learning program. Cureus, 12(4).
Ghosh, S. K. (2017). Cadaveric dissection as an educational tool for anatomical sciences in the 21st century. Anatomical sciences education, 10(3), 286-299.
Romo Barrientos, C. (2019). José Criado-Álvarez J, González-González J, et al. Anxiety among medical students when faced with the practice of anatomical dissection. Anat Sci Educ, 12, 300-309.
Drake, R. L., McBride, J. M., & Pawlina, W. (2014). An update on the status of anatomical sciences education in United States medical schools. Anatomical sciences education, 7(4), 321-325.
