661
Views
0
CrossRef citations to date
0
Altmetric
Scientific and Technical

Time-lapse dissection videos: traditional practice in a new, digital format

ORCID Icon
Pages 197-208 | Received 11 Sep 2023, Accepted 08 Jan 2024, Published online: 22 Jan 2024

References

  • Aiello, M., & Roberts, K. A. (2017). Development of the United Kingdom physician associate profession. Official Journal of the American Academy of Physician Assistants, 30 (4), 1–8. doi: 10.1097/01.JAA.0000513357.68395.12.
  • Aversi-Ferreira, T. A., Lopes, D. B., Reis, S. M. M., Abreu, T., Aversi-Ferreira, R., Vera., & Lucchese, R. (2009). Practice of dissection as teaching methodology in anatomy for nursing education. Brazilian Journal of Morphological Sciences, 26 (3), 151–157.
  • Azer, S. A., & Eizenberg, N. (2007). Do we need dissection in an integrated problem-based learning medical course? Perceptions of first- and second-year students. Surgical and Radiologic Anatomy: Sra, 29 (2), 173–180. doi: 10.1007/s00276-007-0180-x.
  • Bennett, E. P., & McMillan, L. (2007). Computational time-lapse video. ACM Transactions on Graphics 26; Proceedings of the Association of Computing Machinery’s Special Interest Group on Computer Graphics and Interactive Techniques (ACM SIGGRAPH) Conference, 26 (3), 102–107. doi: 10.1145/1276377.1276505.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), 77–101. doi: 10.1191/1478088706qp063oa.
  • Clason, D. L., & Dormody, T. J. (1994). Analyzing data measured by individual likert-type items. Journal of Agricultural Education, 35 (4), 31–35. doi: 10.5032/jae.1994.04031.
  • Darras, K. E., de Bruin, A. B. H., Nicolaou, S., Dahlström, N., Persson, A., van Merriënboer, J., & Forster, B. B. (2018). Is there a superior simulator for human anatomy education? How virtual dissection can overcome the anatomic and pedagogic limitations of cadaveric dissection. Medical Teacher, 40 (7), 752–753. doi: 10.1080/0142159X.2018.1451629.
  • Dennis, J. F., & Creamer, B. A. (2022). To touch or not to touch: Evaluating student laboratory outcomes of hands-on versus visual examination of prosected cadavers. Education Sciences, 12(8), 519. doi: 10.3390/educsci12080519.
  • DiLullo, C., Coughlin, P., D'Angelo, M., McGuinness, M., Bandle, J., Slotkin, E. M., Shainker, S. A., Wenger, C., & Berray, S. J. (2006). Anatomy in a new curriculum: Facilitating the learning of gross anatomy using web access streaming dissection videos. Journal of Visual Communication in Medicine, 29 (3), 99–108. doi: 10.1080/01405110601080738.
  • Dinsmore, C. E., Daugherty, S., & Zeitz, H. J. (1999). Teaching and learning gross anatomy: Dissection, prosection, or ‘both of the above? Clinical Anatomy, 12 (2), 110–114. doi: 10.1002/(SICI)1098-2353(1999)12:2<110::AID-CA5>3.0.CO;2-3.
  • Flack, N. A. M. S., & Nicholson, H. D. (2018). What do medical students learn from dissection? Anatomical Sciences Education, 11 (4), 325–335. doi: 10.1002/ase.1758.
  • Granger, N. A. (2004). Dissection laboratory is vital to medical gross anatomy education. Anatomical Record. Part B, New Anatomist, 281 (1), 6–8. doi: 10.1002/ar.b.20039.
  • Greene, S. J. (2020). The use of anatomical dissection videos in medical education. Anatomical Sciences Education, 13 (1), 48–58. doi: 10.1002/ase.1860.
  • Guo, P. J., Kim, J., & Robin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. In Proceedings of the First ACM Conference on Learning at Scale (pp. 41–50), Atlanta, Georgia USA. ACM.
  • Jick, T. D. (1979). Mixing qualitative and quantitative methods: Triangulation in action. Administrative Science Quarterly, 24 (4), 602–611. doi: 10.2307/2392366.
  • Leppink, J., & van den Heuvel, A. (2015). The evolution of cognitive load theory and its application to medical education. Perspectives on Medical Education, 4 (3), 119–127. doi: 10.1007/s40037-015-0192-x.
  • Liu, W., Li, H. (2012, April 21–23). Time-lapse photography applied to educational videos. In 2nd International Conference on Consumer Electronics, Communications and Networks (CECNet) (pp. 3669–3672).
  • Mackieson, P., Shlonsky, A., & Connolly, M. (2018). Increasing rigor and reducing bias in qualitative research: A document analysis of parliamentary debates using applied thematic analysis. Qualitative Social Work, 18 (6), 965–980. doi: 10.1177/1473325018786996.
  • McNiff, J. (2016). You and your action research project. Routledge.
  • Memon, I. (2018). Cadaver dissection is obsolete in medical training! A misinterpreted notion. Medical Principles and Practice: International Journal of the Kuwait University, Health Science Centre, 27 (3), 201–210. doi: 10.1159/000488320.
  • Mitrovic, A., Dimitrova, V., Lau, L., Weerasinghe, A., & Mathews, M. (2017). Supporting constructive video-based learning: Requirements elicitation from exploratory studies. In André E., Baker R., Hu X., Rodrigo M., du Boulay B. (Eds), Artificial Intelligence in Education. AIED 2017. Lecture Notes in Computer Science., vol 10331. Springer. doi: 10.1007/978-3-319-61425-0_19.
  • Nansen, B., & Balanzategui, J. (2022). Visual tactility: ‘Oddly satisfying’ videos, sensory genres and ambiguities in children’s YouTube. Convergence: The International Journal of Research into New Media Technologies, 28(6), 1555–1576. doi: 10.1177/13548565221105196.
  • Nnodim, J. O. (1990). Learning human anatomy: by dissection or from prosections? Medical Education, 24 (4), 389–395. doi: 10.1111/j.1365-2923.1990.tb02456.x.
  • Patel, S. B., Mauro, D., Fenn, J., Sharkey, D. R., & Jones, C. (2015). Is dissection the only way to learn anatomy? Thoughts from students at a non-dissecting based medical school. Perspectives on Medical Education, 4 (5), 259–260. doi: 10.1007/s40037-015-0206-8.
  • Saxena, V., Natarajan, P., O'Sullivan, P. S., & Jain, S. (2008). Effect of the use of instructional anatomy videos on student performance. Anatomical Sciences Education, 1 (4), 159–165. doi: 10.1002/ase.38.
  • Swanwick, T. (2010). Understanding Medical Education Evidence, Theory and Practice. Wiley Blackwell. 1–47.
  • Topping, D. B. (2014). Gross anatomy videos: Student satisfaction, usage, and effect on student performance in a condensed curriculum. Anatomical Sciences Education, 7 (4), 273–279. doi: 10.1002/ase.1405.
  • Windschitl, M. (1999). The challenges of sustaining a constructivist classroom culture. Phi Delta Kappan, 80(10), 751–755