Clunie, L, Morris, N orcid.org/0000-0003-4448-9381, Joynes, VCT et al. (1 more author) (2018) How Comprehensive are Research Studies Investigating the Efficacy of Technology-Enhanced Learning Resources in Anatomy Education? A Systematic Review. Anatomical Sciences Education, 11 (3). pp. 303-319. ISSN 1935-9772
Abstract
Anatomy education is at the forefront of integrating innovative technologies into its curricula. However, despite this rise in technology numerous authors have commented on the shortfall in efficacy studies to assess the impact such technology-enhanced learning (TEL) resources have on learning. To assess the range of evaluation approaches to TEL across anatomy education, a systematic review was conducted using MEDLINE, the Educational Resources Information Centre (ERIC), Scopus and Google Scholar, with a total of 3,345 articles retrieved. Following the PRISMA method for reporting items, 153 articles were identified and reviewed against a published framework – the technology-enhanced learning evaluation model (TELEM). The model allowed published reports to be categorized according to evaluations at the level of (1) learner satisfaction, (2) learning gain, (3) learner impact and (4) institutional impact. The results of this systematic review reveal that most evaluation studies into TEL within anatomy curricula were based on learner satisfaction, followed by module or course learning outcomes. Randomized controlled studies assessing learning gain with a specific TEL resource were in a minority, with no studies reporting a comprehensive assessment on the overall impact of introducing a specific TEL resource (e.g., return on investment). This systematic review has provided clear evidence that anatomy education is engaged in evaluating the impact of TEL resources on student education, although its remains at a level that fails to provide comprehensive causative evidence.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2017 American Association of Anatomists. This is the peer reviewed version of the following article: Clunie, L., Morris, N. P., Joynes, V. C. T. and Pickering, J. D. (2017), How comprehensive are research studies investigating the efficacy of technology-enhanced learning resources in anatomy education? A systematic review. Anat Sci Ed. doi: 10.1002/ase.1762, which has been published in final form at https://doi.org/10.1002/ase.1762. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving. |
Keywords: | gross anatomy education; teaching methods; education technology; technology-enhanced learning; e-learning; mobile learning; evaluation methods; curriculum design |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Medicine (Leeds) > Leeds Institute of Medical Education > Division of Anatomy (LIME) (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 30 Nov 2017 11:21 |
Last Modified: | 13 Dec 2018 01:38 |
Status: | Published |
Publisher: | Wiley-Blackwell |
Identification Number: | 10.1002/ase.1762 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:124667 |