An exploration of students’ use of digital resources for self-study in anatomy: a survey study
Abstract Background The development of technology has provided new ways for active engagement and for visualizing structures in anatomy education including digital resources that may be used outside of the classroom. To support students’ learning, there is a need to better understand students’ exper...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2024-01-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-023-04987-7 |
| _version_ | 1797355761164091392 |
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| author | Anna Pettersson Klas Karlgren Hans Hjelmqvist Björn Meister Charlotte Silén |
| author_facet | Anna Pettersson Klas Karlgren Hans Hjelmqvist Björn Meister Charlotte Silén |
| author_sort | Anna Pettersson |
| collection | DOAJ |
| description | Abstract Background The development of technology has provided new ways for active engagement and for visualizing structures in anatomy education including digital resources that may be used outside of the classroom. To support students’ learning, there is a need to better understand students’ experiences of using digital resources. This study aimed to identify which resources students use, their preferences, the purpose of using them, and barriers to adopting tools for self-study of anatomy. Methods A mixed -methods approach combining qualitative and quantitative data was used to collect and analyse data. Two consecutive cohorts of first-semester medical students (n = 278) were invited to complete an anonymized survey. The survey consisted of itemized questions, free-text space for comments, and one open-ended question. Descriptive statistics were used for demographics and itemized answers. Comments and free-text answers were analysed qualitatively using abductive inference. Results One hundred and twenty-seven students completed the survey (response rate 45%). Most students (46%) reported that they spend more than 30 h/per week on self-study. They used a variety of digital resources for different purposes. Most students used digital resources to prepare for examinations, when they encountered difficulties and after going through a section. Students reported that they would use digital resources to a greater extent if they were offered an introduction, if resources were more accessible, and if they could interact with a tutor. The free-text responses revealed that digital resources helped students understand anatomy, allowed them to make active choices, provided tools for repetition and memorization, accelerated and simplified the learning process, and complemented other learning resources. Conclusions Digital resources may support the understanding of anatomy by offering alternative modes of learning and providing a valuable complement to other learning resources. Educators should consider how digital resources are introduced and offer support and feedback. |
| first_indexed | 2024-03-08T14:15:43Z |
| format | Article |
| id | doaj.art-fbae610ed20f4554bfa206c13a085192 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-03-08T14:15:43Z |
| publishDate | 2024-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-fbae610ed20f4554bfa206c13a0851922024-01-14T12:27:23ZengBMCBMC Medical Education1472-69202024-01-0124111310.1186/s12909-023-04987-7An exploration of students’ use of digital resources for self-study in anatomy: a survey studyAnna Pettersson0Klas Karlgren1Hans Hjelmqvist2Björn Meister3Charlotte Silén4Department of Neurobiology, Care Sciences, and Society, Division of Physiotherapy, Karolinska InstitutetDepartment of Learning, Informatics, Management and Ethics, Karolinska InstitutetDepartment of Learning, Informatics, Management and Ethics, Karolinska InstitutetDepartment of Neuroscience, Karolinska InstitutetDepartment of Learning, Informatics, Management and Ethics, Karolinska InstitutetAbstract Background The development of technology has provided new ways for active engagement and for visualizing structures in anatomy education including digital resources that may be used outside of the classroom. To support students’ learning, there is a need to better understand students’ experiences of using digital resources. This study aimed to identify which resources students use, their preferences, the purpose of using them, and barriers to adopting tools for self-study of anatomy. Methods A mixed -methods approach combining qualitative and quantitative data was used to collect and analyse data. Two consecutive cohorts of first-semester medical students (n = 278) were invited to complete an anonymized survey. The survey consisted of itemized questions, free-text space for comments, and one open-ended question. Descriptive statistics were used for demographics and itemized answers. Comments and free-text answers were analysed qualitatively using abductive inference. Results One hundred and twenty-seven students completed the survey (response rate 45%). Most students (46%) reported that they spend more than 30 h/per week on self-study. They used a variety of digital resources for different purposes. Most students used digital resources to prepare for examinations, when they encountered difficulties and after going through a section. Students reported that they would use digital resources to a greater extent if they were offered an introduction, if resources were more accessible, and if they could interact with a tutor. The free-text responses revealed that digital resources helped students understand anatomy, allowed them to make active choices, provided tools for repetition and memorization, accelerated and simplified the learning process, and complemented other learning resources. Conclusions Digital resources may support the understanding of anatomy by offering alternative modes of learning and providing a valuable complement to other learning resources. Educators should consider how digital resources are introduced and offer support and feedback.https://doi.org/10.1186/s12909-023-04987-7AnatomyDigital resourcesEducationLearningSelf-studyTechnology-enhanced learning |
| spellingShingle | Anna Pettersson Klas Karlgren Hans Hjelmqvist Björn Meister Charlotte Silén An exploration of students’ use of digital resources for self-study in anatomy: a survey study BMC Medical Education Anatomy Digital resources Education Learning Self-study Technology-enhanced learning |
| title | An exploration of students’ use of digital resources for self-study in anatomy: a survey study |
| title_full | An exploration of students’ use of digital resources for self-study in anatomy: a survey study |
| title_fullStr | An exploration of students’ use of digital resources for self-study in anatomy: a survey study |
| title_full_unstemmed | An exploration of students’ use of digital resources for self-study in anatomy: a survey study |
| title_short | An exploration of students’ use of digital resources for self-study in anatomy: a survey study |
| title_sort | exploration of students use of digital resources for self study in anatomy a survey study |
| topic | Anatomy Digital resources Education Learning Self-study Technology-enhanced learning |
| url | https://doi.org/10.1186/s12909-023-04987-7 |
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