東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Three-Dimensional Visualization Tech...

Helbling, Shannon Amara.

Linked to FindBook

Google Book

Amazon

博客來

Three-Dimensional Visualization Technology in the Medical Curriculum: Exploring Faculty Use in Preclinical, Clinical, and Postgraduate Anatomy Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Three-Dimensional Visualization Technology in the Medical Curriculum: Exploring Faculty Use in Preclinical, Clinical, and Postgraduate Anatomy Education./
Author:	Helbling, Shannon Amara.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	285 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-08, Section: B.
Contained By:	Dissertations Abstracts International82-08B.
Subject:	Health education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28265235
ISBN:	9798569980857

Three-Dimensional Visualization Technology in the Medical Curriculum: Exploring Faculty Use in Preclinical, Clinical, and Postgraduate Anatomy Education.
Helbling, Shannon Amara.

Three-Dimensional Visualization Technology in the Medical Curriculum: Exploring Faculty Use in Preclinical, Clinical, and Postgraduate Anatomy Education. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 285 p.

Source: Dissertations Abstracts International, Volume: 82-08, Section: B.

Thesis (Ph.D.)--Indiana University - Purdue University Indianapolis, 2021.

This item must not be sold to any third party vendors.

Background: The advancement of three-dimensional visualization technology provides exciting new opportunities in medical education, including new methods for teaching complex anatomical relationships and promising tools for the training of postgraduate physicians. Information on how faculty use three-dimensional visualization technology for anatomy education is essential for informed discussions surrounding their effectiveness as a teaching tool and use in the medical curriculum, yet the current literature lacks necessary contextual details on how faculty integrate these technologies into actual medical curricula. Methods: Fifteen medical educators from North American medical schools and teaching hospitals completed semi-structured interviews and discussed how they use three-dimensional visualization technology for teaching in preclinical courses, clinical clerkships, and postgraduate programs. Transcripts were analyzed using the constant comparative method and resulting themes were used to inform the creation of a questionnaire. Results: The resulting themes of analysis were organized according to a curricular framework that describes how faculty use these technologies as an instructional resource and how this use is related to the purposes, content, sequence, instructional processes and evaluation of medical curricula. The results demonstrate how three-dimensional visualization technology is being is implemented in a variety of ways in the curriculum and revealed numerous similarities of use across the levels of medical education. Analyses revealed minimal use of three-dimensional visualization technology for assessment and indicated faculty face significant challenges in designing such assessment. Conclusions: Results suggest continuing assessment of the effectiveness of these technologies as a teaching tool needs to encompass broader aspects of use, such as those described in this study. Additionally, results showing similarities of use across levels suggest that educators and administrators should consider how three-dimensional visualization technology can be thoughtfully integrated to address the changing needs of learners as they progress through medical education. Findings also suggest that administrators who want to support the integration of three-dimensional visualization technology into the curriculum need to provide adequate support and training to help faculty overcome time limitations and difficulties designing assessment methods.

ISBN: 9798569980857Subjects--Topical Terms:

559086
Health education.
Subjects--Index Terms:

Anatomy education

Three-Dimensional Visualization Technology in the Medical Curriculum: Exploring Faculty Use in Preclinical, Clinical, and Postgraduate Anatomy Education.
LDR:03967nmm a2200445 4500 001 2285139
005 20211129123949.5
008 220723s2021 ||||||||||||||||| ||eng d
020 $a 9798569980857
035 $a (MiAaPQ)AAI28265235
035 $a AAI28265235
040 $a MiAaPQ $c MiAaPQ
100 1 $a Helbling, Shannon Amara. $3 3564426
245 1 0 $a Three-Dimensional Visualization Technology in the Medical Curriculum: Exploring Faculty Use in Preclinical, Clinical, and Postgraduate Anatomy Education.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 285 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-08, Section: B.
500 $a Advisor: Torbeck, Laura J.
502 $a Thesis (Ph.D.)--Indiana University - Purdue University Indianapolis, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Background: The advancement of three-dimensional visualization technology provides exciting new opportunities in medical education, including new methods for teaching complex anatomical relationships and promising tools for the training of postgraduate physicians. Information on how faculty use three-dimensional visualization technology for anatomy education is essential for informed discussions surrounding their effectiveness as a teaching tool and use in the medical curriculum, yet the current literature lacks necessary contextual details on how faculty integrate these technologies into actual medical curricula. Methods: Fifteen medical educators from North American medical schools and teaching hospitals completed semi-structured interviews and discussed how they use three-dimensional visualization technology for teaching in preclinical courses, clinical clerkships, and postgraduate programs. Transcripts were analyzed using the constant comparative method and resulting themes were used to inform the creation of a questionnaire. Results: The resulting themes of analysis were organized according to a curricular framework that describes how faculty use these technologies as an instructional resource and how this use is related to the purposes, content, sequence, instructional processes and evaluation of medical curricula. The results demonstrate how three-dimensional visualization technology is being is implemented in a variety of ways in the curriculum and revealed numerous similarities of use across the levels of medical education. Analyses revealed minimal use of three-dimensional visualization technology for assessment and indicated faculty face significant challenges in designing such assessment. Conclusions: Results suggest continuing assessment of the effectiveness of these technologies as a teaching tool needs to encompass broader aspects of use, such as those described in this study. Additionally, results showing similarities of use across levels suggest that educators and administrators should consider how three-dimensional visualization technology can be thoughtfully integrated to address the changing needs of learners as they progress through medical education. Findings also suggest that administrators who want to support the integration of three-dimensional visualization technology into the curriculum need to provide adequate support and training to help faculty overcome time limitations and difficulties designing assessment methods.
590 $a School code: 0104.
650 4 $a Health education. $3 559086
650 4 $a Educational technology. $3 517670
650 4 $a Health sciences. $3 3168359
650 4 $a Curriculum development. $3 684418
650 4 $a Information technology. $3 532993
650 4 $a Health care management. $3 2122906
653 $a Anatomy education
653 $a Medical education
653 $a Three-dimensional technology
653 $a Medical curriculum
653 $a Preclinical education
653 $a Anatomical relationships
653 $a North American medical schools
653 $a Teaching hospitals
690 $a 0680
690 $a 0710
690 $a 0566
690 $a 0489
690 $a 0727
690 $a 0769
710 2 $a Indiana University - Purdue University Indianapolis. $b Anatomy and Cell Biology. $3 3193472
773 0 $t Dissertations Abstracts International $g 82-08B.
790 $a 0104
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28265235