MedEdPORTAL (Jan 2015)
Head and Neck Cross-Sectional Anatomy Learning Module
Abstract
Abstract Introduction This module serves as a learning guide to normal cross-sectional anatomy of the head and neck for preclinical students enrolled in clinically-oriented human anatomy. The module was created from a series of digitized images of head and neck anatomical cross-sections available in the Texas Tech University Health Sciences Center anatomy laboratory that were converted into interactive roll-over files using Adobe Flash. This self-directed learning module was designed for students in medical school or comparable curricula. Methods This learning module is best used in conjunction with a dissection-based anatomy course to reinforce the didactic and practical experiences. During orientation to gross anatomy, students are provided an in-person demonstration for how to access the online learning modules and use them to study and self-assess. Students also have access to the physical cross-sections and labeled keys in the laboratory. To properly access the module, the Head Scrolling HTML file folder content must remain together. There are nine cross sections and associated Flash files for sections of head and neck taken from superior to inferior. The same unlabeled images were also used on laboratory quizzes, practicals, and written examinations. Results Effectiveness was evaluated during the initial years of deployment. Students reported satisfaction with having well-defined study materials for learning cross-sectional anatomy. Some students felt the images were helpful in understanding the three dimensional relationships encountered during dissection. These qualitative observations were supported by improvements in average learner performance on anatomy exams during the first year of implementation, 75.62% (without cross-section learning modules) to 79.17% (with cross-section learning modules). These scores were significantly higher than those recorded prior to implementation of instructional technology into the curriculum. Discussion The assignment of the digitized Flash images for self-directed learning has optimized class time. The module promotes active self-directed learning by providing concise study materials to assess knowledge of locating and identifying structures in cross-section images with immediate feedback. Now students spend scheduled class time in active dissection. This approach also addressed the paucity of qualified teaching faculty in the dissection laboratory. Learning cross-sectional anatomy not only enhanced understanding of three dimensional relationships during dissection, but also prepares the students for using cross-sectional imaging modalities such as CT and MRI in their clinical years.
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