Rapid recovery in sub‐optimal readers in Wales through a self‐paced computer‐based reading programme

Basic literacy skills underlie much future adult functioning, and are targeted in children through a variety of means. Children with identified special needs in reading were exposed to a self‐paced computer‐based reading programme that focused on improving phonetic ability. Exposure was limited to three, 40‐minute sessions a week, for 10 weeks. The children were assessed in terms of their reading, spelling and mathematics abilities before the programme commenced, and immediately after the programme terminated. The programme improved reading and spelling by about eight months, but had no impact on mathematics. The results suggest that brief exposure to a self‐paced phonetic computer‐based teaching programme had some benefits for the sample.     

A usability study of users' perceptions toward a multimedia computer‐assisted learning tool for neuroanatomy

This usability study evaluated users' perceptions of a multimedia prototype for a new e‐learning tool: Anatomy of the Central Nervous System: A Multimedia Course. Usability testing is a collection of formative evaluation methods that inform the developmental design of e‐learning tools to maximize user acceptance, satisfaction, and adoption. Sixty‐two study participants piloted the prototype and completed a usability questionnaire designed to measure two usability properties: program need and program applicability. Statistical analyses were used to test the hypothesis that the multimedia prototype was well designed and highly usable, it was perceived as: (1) highly needed across a spectrum of educational contexts, (2) highly applicable in supporting the pedagogical processes of teaching and learning neuroanatomy, and (3) was highly usable by all types of users. Three independent variables represented user differences: level of expertise (faculty vs. student), age, and gender. Analysis of the results supports the research hypotheses that the prototype was designed well for different types of users in various educational contexts and for supporting the pedagogy of neuroanatomy. In addition, the results suggest that the multimedia program will be most useful as a neuroanatomy review tool for health‐professions students preparing for licensing or board exams. This study demonstrates the importance of integrating quality properties of usability with principles of human learning during the instructional design process for multimedia products. Anat Sci Ed 2008. © 2008 American Association of Anatomists.     

Evaluation of computer‐aided instruction in a gross anatomy course: A six‐year study

Web‐based computer‐aided instruction (CAI) has become increasingly important to medical curricula. This multi‐year study investigated the effectiveness of CAI and the factors affecting level of individual use. Three CAI were tested that differed in specificity of applicability to the curriculum and in the level of student interaction with the CAI. Student personality preferences and learning styles were measured using the Meyers Briggs Type Indicator (MBTI) and Kolb's Learning Style Inventory (LSI). Information on “computer literacy” and use of CAI was collected from student surveys. Server logs were used to quantify individual use of respective CAI. There was considerable variability in the level of utilization of each CAI by individual students. Individual use of each CAI differed and was associated with gender, MBTI preferences and learning style, but not with “computer literacy.” The majority of students found the CAI useful for learning and used the CAI by themselves. Students who accessed the CAI resources most frequently scored significantly higher on exams compared with students who never accessed the resources. Our results show that medical students do not uniformly use CAI developed for their curriculum and this variability is associated with various attributes of individual students. Our data also provide evidence of the importance of understanding student preferences and learning styles when implementing CAI into the curriculum. Anat Sci Ed 2:2–8, 2009. © 2009 American Association of Anatomists.     

Computer‐based learning: Interleaving whole and sectional representation of neuroanatomy

The large volume of material to be learned in biomedical disciplines requires optimizing the efficiency of instruction. In prior work with computer‐based instruction of neuroanatomy, it was relatively efficient for learners to master whole anatomy and then transfer to learning sectional anatomy. It may, however, be more efficient to continuously integrate learning of whole and sectional anatomy. A study of computer‐based learning of neuroanatomy was conducted to compare a basic transfer paradigm for learning whole and sectional neuroanatomy with a method in which the two forms of representation were interleaved (alternated). For all experimental groups, interactive computer programs supported an approach to instruction called adaptive exploration. Each learning trial consisted of time‐limited exploration of neuroanatomy, self‐timed testing, and graphical feedback. The primary result of this study was that interleaved learning of whole and sectional neuroanatomy was more efficient than the basic transfer method, without cost to long‐term retention or generalization of knowledge to recognizing new images (Visible Human and MRI). Anat Sci Educ. © 2012 American Association of Anatomists.     

Self‐determination of young children with intellectual disability: understanding parents' perspectives

Self‐determination is considered to be a basic human right which, to develop, demands contextual opportunities as well as individual competencies. For people with intellectual and developmental disabilities, the family is the natural support environment in the task of increasing control over their own lives. There is little, however, that has been published in Spain on the needs and strengths of families in this regard. This article presents a study carried out in Spain on the knowledge, attitudes and strategies that a sample group of parents (N = 201) have regarding self‐determination. An analysis of the data gathered highlights the need for intervention proposals to prepare parents to further their children's self‐determination, through collaborative partnerships and through cognitive restructuring.     

Automatic testing and assessment of neuroanatomy using a digital brain atlas: Method and development of computer‐ and mobile‐based applications

Preparation of tests and student's assessment by the instructor are time consuming. We address these two tasks in neuroanatomy education by employing a digital media application with a three‐dimensional (3D), interactive, fully segmented, and labeled brain atlas. The anatomical and vascular models in the atlas are linked to Terminologia Anatomica. Because the cerebral models are fully segmented and labeled, our approach enables automatic and random atlas‐derived generation of questions to test location and naming of cerebral structures. This is done in four steps: test individualization by the instructor, test taking by the students at their convenience, automatic student assessment by the application, and communication of the individual assessment to the instructor. A computer‐based application with an interactive 3D atlas and a preliminary mobile‐based application were developed to realize this approach. The application works in two test modes: instructor and student. In the instructor mode, the instructor customizes the test by setting the scope of testing and student performance criteria, which takes a few seconds. In the student mode, the student is tested and automatically assessed. Self‐testing is also feasible at any time and pace. Our approach is automatic both with respect to test generation and student assessment. It is also objective, rapid, and customizable. We believe that this approach is novel from computer‐based, mobile‐based, and atlas‐assisted standpoints. Anat Sci Educ 2:244–252, 2009. © 2009 American Association of Anatomists.     

Performance equivalency between computer‐based and traditional pen‐and‐paper assessment: A case study in clinical anatomy

The time, material, and staff‐consuming nature of anatomy's traditional pen‐and‐paper assessment system, the increase in the number of students enrolling in medical schools and the ever‐escalating workload of academic staff have made the use of computer‐based assessment (CBA) an attractive proposition. To understand the impact of such shift in the assessment method, an experimental study evaluating its effect on students’ performance was designed. Additionally, students’ opinions toward CBA were gathered. Second‐year medical students attending a Clinical Anatomy course were randomized by clusters in two groups. The pen‐and‐paper group attended two sessions, each consisting of a traditional sectional anatomy steeplechase followed by a theoretical examination, while the computer group was involved in two similar sessions conducted in a computerized environment. At the end of each of the computer sessions, students in this group filled an anonymous questionnaire. In the first session, pen‐and‐paper group students scored significantly better than computer‐group students in both the steeplechase (mean ± standard deviation: 66.00 ± 14.15% vs. 43.50 ± 19.10%; P < 0.001) and the theoretical examination (52.50 ± 12.70% vs. 39.00 ± 21.10%; P < 0.001). In the second session, no statistically significant differences were found for both the steeplechase (59.50 ± 17.30% vs. 54.50 ± 17.00%; P = 0.085) and the theoretical examination (57.50 ± 13.70% vs. 54.00 ± 14.30%; P = 0.161). Besides, an intersession improvement in students’ perceptions toward CBA was registered. These results suggest that, after a familiarization period, CBA might be a performance equivalent and student accepted alternative to clinical anatomy pen‐and‐paper theoretical and practical examinations. Anat Sci Educ 11: 124–136. © 2017 American Association of Anatomists.     

The skeletons in our closet: E‐learning tools and what happens when one side does not fit all

In the anatomical sciences, e‐learning tools have become a critical component of teaching anatomy when physical space and cadaveric resources are limited. However, studies that use empirical evidence to compare their efficacy to visual‐kinesthetic learning modalities are scarce. The study examined how a visual‐kinesthetic experience, involving a physical skeleton, impacts learning when compared with virtual manipulation of a simple two‐dimensional (2D) e‐learning tool, A.D.A.M. Interactive Anatomy. Students from The University of Western Ontario, Canada (n = 77) participated in a dual‐task study to: (1) investigate if a dual‐task paradigm is an effective tool for measuring cognitive load across these different learning modalities; and (2) to assess the impact of knowledge recall and spatial ability when using them. Students were assessed using knowledge scores, Stroop task reaction times, and mental rotation test scores. Results demonstrated that the dual‐task paradigm was not an effective tool for measuring cognitive load across different learning modalities with respect to kinesthetic learning. However, our study highlighted that handing physical specimens yielded major, positive impacts on performance that a simple commercial e‐learning tool failed to deliver (P < 0.001). Furthermore, students with low spatial ability were significantly disadvantaged when they studied the bony joint and were tested on contralateral images (P = 0.046, R = 0.326). This suggests that, despite limbs being mirror images, students should be taught the anatomy of, as well as procedures on, both sides of the human body, enhancing the ability of all students, regardless of spatial ability, to take anatomical knowledge into the clinic and perform successfully. Anat Sci Educ 10: 570–588. © 2017 American Association of Anatomists.     

Effects of single‐case reading interventions for students with and at‐risk of emotional and behavioral disorders in grades K–12: A quantitative synthesis

This study examined the effects of reading interventions from single‐case design studies for students with and at‐risk of emotional and behavioral disorders in grades K–12 using a quantitative synthesis. Seventeen studies met the selection criteria of having one more dependent variables meeting what works clearinghouse (WWC) design standards with or without reservations. Although students’ reading performance significantly improved from baseline to intervention phases (p < 0.001), the overall weighted average effect size was weak (Tau‐U = 0.58, 95% confidence interval = [0.54, 0.63]; d = 0.29); smaller effects were found on reading comprehension. Interventions were less effective for students in secondary grades, students with a comorbid disability, and students in substantially separate settings. While no studies meeting the selection criteria were conducted in inclusive settings, the teacher provided interventions were more effective than those provided by researchers suggesting the importance of the student–teacher relationship for reading instruction. Study limitations, areas for future research, and implications for school practices are discussed.     

Developing an audiovisual notebook as a self‐learning tool in histology: Perceptions of teachers and students

Videos can be used as didactic tools for self‐learning under several circumstances, including those cases in which students are responsible for the development of this resource as an audiovisual notebook. We compared students' and teachers' perceptions regarding the main features that an audiovisual notebook should include. Four questionnaires with items about information, images, text and music, and filmmaking were used to investigate students' (n = 115) and teachers' perceptions (n = 28) regarding the development of a video focused on a histological technique. The results show that both students and teachers significantly prioritize informative components, images and filmmaking more than text and music. The scores were significantly higher for teachers than for students for all four components analyzed. The highest scores were given to items related to practical and medically oriented elements, and the lowest values were given to theoretical and complementary elements. For most items, there were no differences between genders. A strong positive correlation was found between the scores given to each item by teachers and students. These results show that both students' and teachers' perceptions tend to coincide for most items, and suggest that audiovisual notebooks developed by students would emphasize the same items as those perceived by teachers to be the most relevant. Further, these findings suggest that the use of video as an audiovisual learning notebook would not only preserve the curricular objectives but would also offer the advantages of self‐learning processes. Anat Sci Educ 7: 209–218. © 2013 American Association of Anatomists.     

Education for children with a chronic health condition: an evidence‐informed approach to policy and practice decision making

Children managing chronic health conditions face many obstacles which can impede their learning during periods of hospitalisation. In one particular hospital, a team of educators deemed it necessary to take a personalised learning approach in order to maintain students’ educational progress, namely making use of individual learning plans (ILPs). This team adopted an evidence‐informed practice (EIP) approach to the issue in order to persuade administrators of the need for change. The successful implementation of the EIP approach led to the inclusion of the ILP form in patients’ medical records, which is thought to be a first for Australia. Although EIP is regarded highly by practitioners and policy makers, there can be difficulties when implementing this approach. This study aims to identify the enabling features that permit EIP to be successfully implemented and to examine the ways in which EIP can lead to improved practice.     

Parental perspectives on the transition to secondary school for students with Asperger syndrome and high‐functioning autism: a pilot survey study

The transition to secondary school is a common cause of stress and anxiety, which can be exacerbated by the innate characteristics associated with Asperger syndrome (AS) and high‐functioning autism (HFA). This study aimed to explore experiences of the transition to secondary school for students with AS/HFA from the parental perspective. Seventeen parents of children with AS/HFA from the north of England completed an online questionnaire about their child's school transitional experience. Responses indicated that there were a number of factors that influenced the experiences of pupils with AS/HFA at school and the preceding transition, including anxiety, bullying, friendship and support at school. Girls with AS/HFA presented with unique issues not commonly seen in the male dominated condition. The transition to secondary school was seen to encompass a number of difficulties for students with AS/HFA. Health and educational services can learn from the experiences explored in this survey in order to inform future practice.