Click here to view complete journal in pdf-format - IAMSE

performance scores (linear regression R=0.950;
p>0.05). Most video use occurred in the week
immediately preceding the OSCE.
CONCLUSIONS
Online video review prior to OSCE testing is
effective in helping first-year medical students learn
clinical physical examination skills. The data further
suggest that this benefit is not due to the number of
videos reviewed by the student.
E-Learning Abstract ID: 174
TRADITION VERSUS VIRTUAL ANATOMY
INSTRUCTION: PREFERENCES,
PERCEPTIONS AND PERFORMANCE AT A
PRIVATE MEDICAL SCHOOL IN ECUADOR
Marco Fornasini 1 , Iván Sisa 1 , Eduardo Herrera 1
1 Universidad San Francisco de Quito, Quito-
Ecuador
PURPOSE
During the last ten years there has been a major
advance in the use of multimedia software for
medical education, including anatomy. Cadaver use
involves availability, logistical and biological
problems. The aim of the study was to assess
preferences, perceptions and performance of
traditional anatomy teaching (TAI) versus virtual
anatomy instruction (VAI)
METHODS
All second year medical students (n=47) whose first
year of study was based exclusively on TAI, while
their second year used VAI were given a selfadministered
survey. The TAI involved structured
cadaver lab work to recognize anatomical structures
and perform dissections. The VAI involved the use
of interactive software, anatomical models and
video. The students’ first and second year anatomy
grades were compared.
RESULTS
The mean age was 19.2 ± 0.8 and 53.2 % were
female. TAI was perceived as superior learning
method by 68.1% of the students, with 70.2%
reporting increased satisfaction with the method in
comparison to VAI. A 55.3% students believed that
they performed better using VIA, which is in
agreement with the results of actual performance;
79.8% ± 9.9 for TAI and 81.7% ± 8.9 (p=0.316) for
VAI. When using VAI, anatomical models and
videos were the preferred learning tools; 66% and
63.8%, respectively. Only 40% of students selected
software as one of their preferred learning tools.
CONCLUSIONS
The TAI was preferred by most students; however
performance was a little better with VAI. Among the
VAI teaching tools, students preferred videos and
the anatomical models. The limitations of this study
are the VAI software was not fully implemented
during the course of the study and student’s scores
in anatomy are not directly comparable from year to
year.
E-Learning Abstract ID: 175
TEACHING THE CLINICAL RELEVANCE OF
BASIC SCIENCE CONCEPTS BY USING
SHORT STUDENT PEER PRESENTATIONS
ON VIDEO: WORK IN PROGRESS
Mayke W.C. Vereijken, Alien W. Riedstra, Sylvia
Vink and Peter G.M. de Jong, Center for
Innovation in Medical Education, Leiden
University Medical Center LUMC, Leiden, The
Netherlands.
PURPOSE
For many medical students it is difficult to
understand the clinical relevance of basic science
concepts they encounter during courses like
Anatomy, Physiology and Biochemistry. Even when
patient problems and clinical cases are included in
the basic science curriculum, it appears to be hard
to foresee when and why they will need that basic
information later on in their studies. At Leiden
University Medical Center we tried to create this
awareness by offering the students short digital
instruction videos during the basic science modules.
METHODS
The clinical third year courses Respiration,
Psychopathology and Nervous System were
included in the project. From these three courses,
five clinical syndromes with a lot of basic science
background were identified: Diplopia, Delusions &
Hallucinations, Lower Facial Paresis, Acid Base
Balance and Alveolar Hypoventilation. For
presenting these syndromes, six third year medical
students were recruited. These students prepared a
short presentation on the topic with guidance of a
senior clinical medical educator. The presentations
were recorded at the Center for Innovation in
Medical Education at LUMC.
RESULTS
The project resulted in 5 short video presentations
all under 5 minutes in length. As a pilot study the
recorded presentations on Alveolar Hypoventilation
and Acid Base Balance were incorporated in the
Respiration course. Using third year peers to
present the clinical relevance of a basic science
Medical Science Educator © IAMSE 2012 Volume 22(4S) 306