LIBRO COMPLETO: Artificial Intelligence and Education
CAPÍTULO 15

FICHA TÉCNICA

Fecha de publicación​:
06/11/2024

Doi​ del capítulo:

Título del libro: Artificial Intelligence and Education

URL del libro:

ISBN del libro: 9788410282452

DOI del libro:

New Technologies Applied to the Improvement of Human Anatomy Learning

Abstract

The present chapter aims to explore the new digital tools applied to enhance teaching in the field of anatomy. Thus, tools such as the virtual dissection table for human bodies, interactive anatomical atlases, supplementary virtual material to traditional textbooks, and platforms for interacting with students in class, among others, will be thoroughly analyzed to assess the possibilities that new technologies offer to health science students in the 21st century.

Palabras clave

Autores

PhD Soledad Aguado-Henche, PhD Rafael Moreno-Gómez-Toledano, PhD Ana María Slocker de Arce, PhD Gabriel de Arriba de la Fuente, PhD Miguel A. Ortega, PhD Soledad Cristóbal Aguado, PhD Mónica Grande Alonso

Cómo citar

Aguado-Henche, S., Moreno-Gómez-Toledano, R., Slocker de Arce, A. M., De Arriba de la Fuente, G., Ortega, M. A., Cristóbal Aguado, S., Grande Alonso, M. (2024). New Technologies Applied to the Improvement of Human Anatomy Learning. In Díaz-Noguera, M. D., Hervás-Gómez, C., Sánchez-Vera, F. (Coords.), Artificial Intelligence and Education (pp. 237-252). Octaedro. https://doi.org/10.36006/09643-1-15

Referencias bibliográficas

“Abdellatif, H., Al Mushaiqri, M., Albalushi, H., Al-Zaabi, A. A., Roychoudhury, S., & Das, S. (2022). Teaching, learning and assessing anatomy with Artificial Intelligence: The road to a better future. International Journal of Environmental Research and Public Health, 19(21), 1-13. https://doi.org/10.3390/ijerph192114209
Araujo-Cuauro, J. (2018). Aspectos históricos de la enseñanza de la anatomía humana desde la época primitiva hasta el siglo xxi en el desarrollo de las ciencias morfológicas. Revista Argentina Anatomía Online, IX(3), 87-97.
Baratz, G., Wilson-Delfosse, A. L., Singelyn, B. M., Allan, K. C., Rieth, G. E., Ratnaparkhi, R., Jenks, B. P., Carlton, C., Freeman, B. K., & Wish-Baratz, S. (2019). Evaluating the anatomage table compared to cadaveric dissection as a learning modality for gross anatomy. Medical Science Educator, 29, 499-506. https://doi.org/10.1007/s40670-019-00719-z
Bayne, S. (2015). Teacherbot: interventions in automated teaching. Teaching in Higher Education, 20(4), 455-467. https://doi.org/10.1080/13562517.2015.1020783
Bernard, F., Richard, P., Kahn, A., & Fournier, H. D. (2020). Does 3D stereoscopy support anatomical education? Surgical and Radiologic Anatomy, 42(7), 843-852. https://doi.org/10.1007/s00276-020-02465-z
Böckers, A. (2020). Preparing students emotionally for the human dissection experience. In Chan, L. K, & Pawlina, W. (Eds.). Teaching Anatomy (pp. 237-246). Springer. https://doi.org/10.1007/978-3-030-43283-6_25
Bölek, K. A., De Jong, G., & Henssen, D. (2021). The effectiveness of the use of augmented reality in anatomy education: a systematic review and meta-analysis. Scientific Reports, 11(1), 1-10. https://doi.org/10.1038/s41598-021-94721-4
Chan, K. S., & Zary, N. (2019). Applications and challenges of implementing Artificial Intelligence in medical education: Integrative review. JMIR Medical Education, 5(1), e13930. https://doi.org/10.2196/13930
Chytas, D., Johnson, E. O., Piagkou, M., Mazarakis, A., Babis, G. C., Chronopoulos, E., Nikolaou, V. S., Lazaridis, N., & Natsis, K. (2020). The role of augmented reality in anatomical education: An overview. Annals of Anatomy, 229, 151463. https://doi.org/10.1016/j.aanat.2020.151463
Cornwall, J., Hildebrandt, S., Champney, T. H., & Goodman, K. (2023). Ethical concerns surrounding artificial intelligence in anatomy education: Should AI human body simulations replace donors in the dissection room? Anatomical Sciences Education, 17(5), 937-943. https://doi.org/10.1002/ASE.2335
Cruess, R. L., Cruess, S. R., Boudreau, J. D., Snell, L., & Steinert, Y. (2014). Reframing medical education to support professional identity formation. Academic Medicine, 89(11), 1446-1451. https://doi.org/10.1097/ACM.0000000000000427
DiDio, L. J. A. (1998). Tratado de anatomia aplicada (Vol. 1). Poluss.
Donkin, R., & Rasmussen, R. (2021). Student perception and the effectiveness of Kahoot! A scoping review in histology, anatomy, and medical education. Anatomical Sciences Education, 14(5), 572-585. https://doi.org/10.1002/ase.2094
García-Barrios, A., Cisneros-Gimeno, A. I., & Whyte-Orozco, J. (2023). Is anatomical dissection a teaching method in decline? Educación Médica, 24(6), 100839. https://doi.org/10.1016/j.edumed.2023.100839
García-Martín, J., Dankloff-Mora, C., & Aguado-Henche, S. (2018). Possibilities for the use of anatomage (the anatomical real body-size table) for teaching and learning anatomy with the students. Biomedical Journal of Scientific & Technical Research, 4(4), 4080-4083. https://doi.org/10.26717/bjstr.2018.04.0001094
Garza, M., Olivan, S., Monleón, E., Cisneros, A. I., García-Barrios, A., Ochoa, I., Whyte, J., & Lamiquiz-Moneo, I. (2023). Performance in Kahoot! Activities as predictive of exam performance. BMC Medical Education, 23(1), 1-8. https://doi.org/10.1186/s12909-023-04379-x
Ghosh, S. K. (2022). The evolution of epistemological methodologies in anatomy: From antiquity to modern times. Anatomical Record, 305(4), 803-817. https://doi.org/10.1002/ar.24781
Grignon, B., & Duparc, F. (2021). New insights in anatomical education. Surgical and Radiologic Anatomy, 43(4), 467. https://doi.org/10.1007/s00276-021-02737-2
Grzych, G., & Schraen-Maschke, S. (2019). Interactive pedagogic tools: Evaluation of three assessment systems in medical education. Annales de Biologie Clinique, 77(4), 429-435. https://doi.org/10.1684/abc.2019.1464
Guimarães, B., Dourado, L., Tsisar, S., Diniz, J. M., Madeira, M. D., & Ferreira, M. A. (2017). Rethinking anatomy: How to overcome challenges of medical education’s evolution. Acta Medica Portuguesa, 30(2), 134-140.
Hildebrandt, S. (2009). Anatomy in the Third Reich: An outline, part 3. The science and ethics of anatomy in national socialist Germany and postwar consequences. Clinical Anatomy, 22(8), 906-915. https://doi.org/10.1002/ca.20874
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in education: Promises and implications for teaching and learning. In Center for Curriculum Redesign (Vol. 14, Issue 4).
Karbasi, Z., & R. Niakan Kalhori, S. (2020). Application and evaluation of virtual technologies for anatomy education to medical students: A review. Medical Journal of The Islamic Republic of Iran, 3(34), 163. https://doi.org/10.47176/mjiri.34.163
Kavvadia, E.-M., Katsoula, I., Angelis, S., & Filippou, D. (2023). The anatomage table: A promising alternative in anatomy education. Cureus, 15(8). https://doi.org/10.7759/cureus.43047
Lazarus, M. D., Truong, M., Douglas, P., & Selwyn, N. (2022). Artificial Intelligence and clinical anatomical education: Promises and perils. Anatomical Sciences Education, January, 1-14. https://doi.org/10.1002/ase.2221
Mccracken, T., & Spurgeon, T. L. (1991). The Vesalius Project: interactive computers in anatomical instruction. J. Biocommun., 18(2), 40-44.
Mendez-Lopez, M., Juan, M. C., Molla, R., & Fidalgo, C. (2022). Evaluation of an augmented reality application for learning neuroanatomy in psychology. Anatomical Sciences Education, 15(3), 535-551. https://doi.org/10.1002/ase.2089
Moro, C. (2023). Utilizing the metaverse in anatomy and physiology. Anatomical Sciences Education, 16(4), 574-581. https://doi.org/10.1002/ase.2244
Orhan Göksün, D., & Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers and Education, 135(October 2018), 15-29. https://doi.org/10.1016/j.compedu.2019.02.015
Park, S., Kim, Y., Park, S., & Shin, J. A. (2019). The impacts of three-dimensional anatomical atlas on learning anatomy. Anatomy & Cell Biology, 52(1), 76. https://doi.org/10.5115/ACB.2019.52.1.76
Ramesh, A. N., Kambhampati, C., Monson, J. R. T., & Drew, P. J. (2004). Artificial Intelligence in medicine. Annals of the Royal College of Surgeons of England, 86(5), 334-338. https://doi.org/10.1308/147870804290
Rockarts, J., Brewer-Deluce, D., Shali, A., Mohialdin, V., & Wainman, B. (2020). National survey on Canadian undergraduate medical programs: The decline of the anatomical sciences in Canadian medical education. Anatomical Sciences Education, 13(3), 381-389. https://doi.org/10.1002/ase.1960
Rodríguez-López, E. S., Calvo-Moreno, S. O., Fernández-Pola, E. C., Fernández-Rodríguez, T., Guodemar-Pérez, J., & Ruiz-López, M. (2020). Learning musculoskeletal anatomy through new technologies: a randomized clinical trial. Revista Latino-Americana de Enfermagem, 28, 1-7. https://doi.org/10.1590/1518-8345.3237.3281
Romo-Barrientos, C., Criado-Álvarez, J. J., Martínez-Lorca, A., Viñuela, A., Martin-Conty, J. L., Saiz-Sanchez, D., Flores-Cuadrado, A., Ubeda-Bañon, I., Rodriguez-Martin, B., Martinez-Marcos, A., & Mohedano-Moriano, A. (2020). Anxiety among nursing students during their first human prosection. Nurse Education Today, 85, 104269. https://doi.org/10.1016/J.NEDT.2019.104269
Rouhiainen, L. (2018). Inteligencia artificial. 101 cosas que debes saber hoy sobre nuestro futuro. Alienta.
Sailer, M., & Homner, L. (2020). The gamification of learning: a meta-analysis. Educational Psychology Review, 32(1), 77-112. https://doi.org/10.1007/s10648-019-09498-w
Savage, T. R. (2021). Artificial Intelligence in medical education. In Academic Medicine. Journal of the Association of American Medical Colleges, 96(9), 1229-1230. https://doi.org/10.1097/ACM.0000000000004183
Singhal, S., Hough, J., & Cripps, D. (2019). Twelve tips for incorporating gamification into medical education. MedEdPublish, 26(8), 216. https://doi.org/10.15694/mep.2019.000216.1
Sousa, M. J., Mas, F. D., Pesqueira, A., Lemos, C., Verde, J. M., & Cobianchi, L. (2021). The potential of AI in health higher education to increase the students’ learning outcomes. TEM Journal, 10(2), 488-497. https://doi.org/10.18421/TEM102-02
Sugiura, A., Kitama, T., Toyoura, M., & Mao, X. (2020). The use of augmented reality technology in medical museums. In Teaching Anatomy (pp. 337-347). Springer. https://doi.org/10.1007/978-3-030-43283-6_34
Tolsgaard, M. G., Pusic, M. V, Sebok-Syer, S. S., Gin, B., Svendsen, M. B., Syer, M. D., Brydges, R., Cuddy, M. M., & Boscardin, C. K. (2023). The fundamentals of Artificial Intelligence in medical education research: AMEE Guide No. 156. Medical Teacher, 45(6), 565-573. https://doi.org/10.1080/0142159X.2023.2180340
Winkelmann, A. (2007). Anatomical dissection as a teaching method in medical school: A review of the evidence. Medical Education, 41(1), 15-22. https://doi.org/10.1111/j.1365-2929.2006.02625.x
Ye, Z., Dun, A., Jiang, H., Nie, C., Zhao, S., Wang, T., & Zhai, J. (2020). The role of 3D printed models in the teaching of human anatomy: a systematic review and meta-analysis. BMC Medical Education, 20(1). https://doi.org/10.1186/S12909-020-02242-X
Zurdo, D. (2007). La plastinación de Gunther von Hagens revolución en el estudio de la anatomía. Manual Formativo de Autores Científico-Técnicos y Académicos, 46, 9-22.”

Ir al contenido