International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
system. The anatomy of the upper and lower limb was mentioned in a limited way. Similarly, the main structures
of the thorax were described. After that, more in detail were shown the very important parts of human body:
heart, respiratory system and digestive system. Finally, the main structures of abdomen and retroperitoneal
structures were described together with urinary system. Pelvis, male and female genital systems were shortly
presented as well, as a last capture of the book. The book was completed by full colour drawings which should
help students to learn and understand main anatomy structures of human body.
Our department has been also focusing on innovative teaching processes with substantial attention on
anatomy lectures, and has already transferred the load of education on information and communication
technologies. Because the imagination is a very important aspect in education of anatomy, the simulations and
virtualization methods can be used to revive education. 3-dimensional virtual models serve students to imagine
the anatomical structures like in the real body and to achieve as high precision as they need (Majernik, 2013).
RESULTS
The students’ responses on changed curricula and mentioned innovations were very positive. In the textbook
of human body for dental students were eliminated all unimportant anatomical details of trunk and limbs.
Students using new books showed better understanding of anatomy, important for their clinical practice. With
the reduction of time devoted to teaching anatomy, there is a need to manage learning of head and neck
structures for dental students in a detailed way, as previously. Anatomy of the rest of body was taught in reduced
manner.
For improving the imagination in anatomy, our lectures are completed by presentation of 3-dimensional
virtual models, with the aim of more effective and more illustrative education. 3-dimensional projection systems
are based on principles of virtual reality and can be presented in the specific lecture room. The students feel an
existence of 3-dimensional space using specialized glasses. This virtual system consists of three components:
large screen projection, teacher workstation and 3-dimensional camera. However, the using of virtual projection
is limited to lecture room; due to this the Department of Medical Informatics transformed educational materials
into the 2-dimensional pictures playable also outside the projection system. These can be equipped by audio and
text comments and/or explanations of teachers. At the present, the movies are prepared according to the syllabus
for Anatomy guaranteed by our department (Mjernik et al., 2010).
The effect of the innovation on students’ learning method was measured by comparing results between
students with innovative method in their group (I-group) and students without innovations in their group (Ngroup).
This can be made after the assessment controls, or after the final exam, or by student feedback answers
at the weakly quizzes. We chose to compare their results after completing the 3rd written assessment test. Two
groups of students (38 in number) were evaluated, 18 students from the I-group and 20 from the N-group took
part in the same written test focusing on the thorax and its structures. The limit for successful passing of the test
was 75 points. In I-group 15 students passed the first test successfully, whereas 3 students failed. Therefore, the
success rate was 83.3%. In N-group 16 students passed the test successfully, and 4 students failed which equals
to a success rate of 80,0%. Absolute majority of anatomy students of both groups passed the test successfully
with similar results (81,6% in overage). No significant differences were obtained between results from I-group
which learned basic structures of human body by using innovation and N-group which was required to learn by
using traditional methods. Both group was able prepare themselves to the written test. There occurred a question:
how could we measure the effect of innovation? The time spent with learning and preparing themselves to the
test and the results from assessment tests would be compared and evaluated. Students without innovations
showed more difficulties with learning anatomy, and so they spent more time to learn the structures and their
relationship. This is the way of how we will evaluate the innovation in the future.
At the end of the semester a short questionnaire to students was given to verify observed changes in teaching
and learning. Students had to answer three simply questions: Did it work better? Did you understood material
more deeply and remember it for longer time? Did you do better in your tests? Mostly answers were: Yes, it did
(87%). Yes I did (98%). Yes I did (93%). Result from those: activity of students not only increased during
practical lessons, but the students enjoyed the lessons. This is a big positive contribution of our innovation.
Students with new textbook and using 3-dimensional imagination were better in their works and in-class activity
by learning anatomy structures.
DISCUSSION
In subject, General and Oral Anatomy, information and skills learned in the classroom are in the tight
connection not only with the next study of students but also with their future occupation as physicians. Students
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