First year medical students' views on computer programs

"Give us teaching assistants"

L. S. Jones, M. G. Welsh, Louis Terracio

Research output: Contribution to journalArticle

Abstract

We previously reported on the value of fostering independence in first year medical students (MIs), and on the means we use to achieve this goal. A follow-up analysis has been completed on the use of computer programs (A.D.A.M.R and Human AnatomyR), and on the use of fourth year (MIV) medical students as teaching assistants. Dedicated computers were placed in the Anatomy lab five years ago, and use tracked at that time with self-reporting questionnaires. The findings show that the relatively low levels of use seen initially has stayed constant, with 48% of the class reporting using the programs once or never. We provide an introduction to the programs at the start of the course, but do not actively use the programs, or program modules, in our lectures; rather, the programs are there for students to use in addition to many other teaching aids (e.g., videos, models, bones, plastinated sections, radiograms). In rating all components of the course from most to least useful, students uniformly rated the atlases and cadaver dissections as most useful, followed by lectures and textbooks. Midrange in value were bones, models, and cross sections, while the computer programs, video dissections, and radiology presentations were ranked lowest. The MIVs were ranked below textbooks and lectures, but their "moral support" ranked as highly as 'help in lab' and help after hours (evenings and weekends). While it is difficult to assess how individual components of the course affect outcomes, it is clear from the MIs' self-reporting that direct contact with the anatomy (cadavers vs. two-dimensional pictures) and with teachers (MIVs vs. a program) is preferred and therefore more likely to have a positive impact on student learning.

Original languageEnglish (US)
JournalFASEB Journal
Volume12
Issue number5
StatePublished - Mar 20 1998

Fingerprint

Medical Students
Computer program listings
Teaching
students
Software
Textbooks
Students
Cadaver
Dissection
Anatomy
Bone and Bones
Foster Home Care
Atlases
Bone
Radiology
bones
Learning
radiology
direct contact
teachers

ASJC Scopus subject areas

  • Agricultural and Biological Sciences (miscellaneous)
  • Biochemistry, Genetics and Molecular Biology(all)
  • Biochemistry
  • Cell Biology

Cite this

First year medical students' views on computer programs : "Give us teaching assistants". / Jones, L. S.; Welsh, M. G.; Terracio, Louis.

In: FASEB Journal, Vol. 12, No. 5, 20.03.1998.

Research output: Contribution to journalArticle

@article{372ffceb4fb84914b5edbedb0d8ac936,
title = "First year medical students' views on computer programs: {"}Give us teaching assistants{"}",
abstract = "We previously reported on the value of fostering independence in first year medical students (MIs), and on the means we use to achieve this goal. A follow-up analysis has been completed on the use of computer programs (A.D.A.M.R and Human AnatomyR), and on the use of fourth year (MIV) medical students as teaching assistants. Dedicated computers were placed in the Anatomy lab five years ago, and use tracked at that time with self-reporting questionnaires. The findings show that the relatively low levels of use seen initially has stayed constant, with 48{\%} of the class reporting using the programs once or never. We provide an introduction to the programs at the start of the course, but do not actively use the programs, or program modules, in our lectures; rather, the programs are there for students to use in addition to many other teaching aids (e.g., videos, models, bones, plastinated sections, radiograms). In rating all components of the course from most to least useful, students uniformly rated the atlases and cadaver dissections as most useful, followed by lectures and textbooks. Midrange in value were bones, models, and cross sections, while the computer programs, video dissections, and radiology presentations were ranked lowest. The MIVs were ranked below textbooks and lectures, but their {"}moral support{"} ranked as highly as 'help in lab' and help after hours (evenings and weekends). While it is difficult to assess how individual components of the course affect outcomes, it is clear from the MIs' self-reporting that direct contact with the anatomy (cadavers vs. two-dimensional pictures) and with teachers (MIVs vs. a program) is preferred and therefore more likely to have a positive impact on student learning.",
author = "Jones, {L. S.} and Welsh, {M. G.} and Louis Terracio",
year = "1998",
month = "3",
day = "20",
language = "English (US)",
volume = "12",
journal = "FASEB Journal",
issn = "0892-6638",
publisher = "FASEB",
number = "5",

}

TY - JOUR

T1 - First year medical students' views on computer programs

T2 - "Give us teaching assistants"

AU - Jones, L. S.

AU - Welsh, M. G.

AU - Terracio, Louis

PY - 1998/3/20

Y1 - 1998/3/20

N2 - We previously reported on the value of fostering independence in first year medical students (MIs), and on the means we use to achieve this goal. A follow-up analysis has been completed on the use of computer programs (A.D.A.M.R and Human AnatomyR), and on the use of fourth year (MIV) medical students as teaching assistants. Dedicated computers were placed in the Anatomy lab five years ago, and use tracked at that time with self-reporting questionnaires. The findings show that the relatively low levels of use seen initially has stayed constant, with 48% of the class reporting using the programs once or never. We provide an introduction to the programs at the start of the course, but do not actively use the programs, or program modules, in our lectures; rather, the programs are there for students to use in addition to many other teaching aids (e.g., videos, models, bones, plastinated sections, radiograms). In rating all components of the course from most to least useful, students uniformly rated the atlases and cadaver dissections as most useful, followed by lectures and textbooks. Midrange in value were bones, models, and cross sections, while the computer programs, video dissections, and radiology presentations were ranked lowest. The MIVs were ranked below textbooks and lectures, but their "moral support" ranked as highly as 'help in lab' and help after hours (evenings and weekends). While it is difficult to assess how individual components of the course affect outcomes, it is clear from the MIs' self-reporting that direct contact with the anatomy (cadavers vs. two-dimensional pictures) and with teachers (MIVs vs. a program) is preferred and therefore more likely to have a positive impact on student learning.

AB - We previously reported on the value of fostering independence in first year medical students (MIs), and on the means we use to achieve this goal. A follow-up analysis has been completed on the use of computer programs (A.D.A.M.R and Human AnatomyR), and on the use of fourth year (MIV) medical students as teaching assistants. Dedicated computers were placed in the Anatomy lab five years ago, and use tracked at that time with self-reporting questionnaires. The findings show that the relatively low levels of use seen initially has stayed constant, with 48% of the class reporting using the programs once or never. We provide an introduction to the programs at the start of the course, but do not actively use the programs, or program modules, in our lectures; rather, the programs are there for students to use in addition to many other teaching aids (e.g., videos, models, bones, plastinated sections, radiograms). In rating all components of the course from most to least useful, students uniformly rated the atlases and cadaver dissections as most useful, followed by lectures and textbooks. Midrange in value were bones, models, and cross sections, while the computer programs, video dissections, and radiology presentations were ranked lowest. The MIVs were ranked below textbooks and lectures, but their "moral support" ranked as highly as 'help in lab' and help after hours (evenings and weekends). While it is difficult to assess how individual components of the course affect outcomes, it is clear from the MIs' self-reporting that direct contact with the anatomy (cadavers vs. two-dimensional pictures) and with teachers (MIVs vs. a program) is preferred and therefore more likely to have a positive impact on student learning.

UR - http://www.scopus.com/inward/record.url?scp=33749347390&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=33749347390&partnerID=8YFLogxK

M3 - Article

VL - 12

JO - FASEB Journal

JF - FASEB Journal

SN - 0892-6638

IS - 5

ER -