Effects of instructional strategies using cross sections on the recognition of anatomical structures in correlated CT and MR images

Anatomical Sciences Education

Volumn 1, Issue 2, 2008, Pages 75-83

  Khalil, Mohammed K ^a   Paas, Fred ^b   Johnson, Tristan E ^c   Su, Yung K ^c   Payer, Andrew F ^d  

^a TUSKEGEE UNIVERSITY   (United States)

^b OPEN UNIVERSITY OF THE NETHERLANDS   (Netherlands)

^c FLORIDA STATE UNIVERSITY   (United States)

^d FLORIDA STATE UNIVERSITY COLLEGE OF MEDICINE   (United States)

Author keywords

Computer based instruction; Cross sectional anatomy; Radiological images; Visible Human Project

Indexed keywords

ANATOMICAL VARIATION; ARTICLE; CLINICAL EDUCATION; COGNITION; COMPUTER AIDED DESIGN; COMPUTER ASSISTED TOMOGRAPHY; CONTROLLED STUDY; FEMALE; HUMAN; HUMAN COMPUTER INTERACTION; IMAGE ANALYSIS; INFORMATION PROCESSING; LEARNING ENVIRONMENT; LEARNING STYLE; MALE; MEDICAL INFORMATION; MEDICAL STUDENT; MENTAL TEST; NUCLEAR MAGNETIC RESONANCE IMAGING; PRIORITY JOURNAL; PROBLEM SOLVING; RECOGNITION; SELF-DIRECTED LEARNING; TASK PERFORMANCE;

ACHIEVEMENT; ADOLESCENT; ADULT; ANATOMY; COGNITION; COMPREHENSION; COMPUTER SIMULATION; COMPUTER-ASSISTED INSTRUCTION; EDUCATION, MEDICAL, UNDERGRADUATE; EDUCATIONAL MEASUREMENT; EDUCATIONAL STATUS; FEMALE; HUMANS; IMAGE PROCESSING, COMPUTER-ASSISTED; LEARNING; MAGNETIC RESONANCE IMAGING; MALE; MODELS, ANATOMIC; MODELS, EDUCATIONAL; TOMOGRAPHY, X-RAY COMPUTED; UNITED STATES; VISIBLE HUMAN PROJECTS; YOUNG ADULT;

EID: 57549085929     PISSN: 19359772     EISSN: None     Source Type: Journal    
DOI: 10.1002/ase.19     Document Type: Article

References (28)

1. Ackerman MJ. 1999. The visible human project: A source for education. Acad Med 74:667-670.
2. Barros N, Rodrigues CJ, Rodrigues AJ Jr, Negri Germano MA, Cerri GG. 2001. The value of teaching sectional anatomy to improve CT scan interpretation. Clin Anat 14:36-41.
3. Canade A, Palladino F, Pitzalis G, Campioni P, Marano P. 2003. Web-based radiology: Future to be created. Rays 28:109-117.
4. Erkonen WE, Albanese MA, Smith WL, Pantazis NJ. 1990. Perspectives in radiologic education. Gross anatomy instruction with diagnostic images. Invest Radiol 25:292-294
5. Erkonen WE, Albanese MA, Smith WL, Pantazis NJ. 1992. Perspectives in radiologic education. Effectiveness of teaching radiologic image interpretation in gross anatomy. A long-term follow-up. Invest Radiol 27:264-266.
6. Jeung H, Chandler P, Sweller J. 1997. The role of visual indicators in dual sensory mode instruction. Educ Psychol 17:329-343.
7. Kalyuga S, Ayres P, Chandler P, Sweller J. 2003. Expertise reversal effect. Educ Psychol 38:23-33.
8. Khalil MK, Payer AF, Johnson TE. 2005a. The effectiveness of using crosssections in the recognition of anatomical structures in radiological images. Anat Rec (New Anat) 283:9-13.
9. Khalil MK, Johnson TE, Lamar CH. 2005b. Comparison of computer-based and paper-based imagery strategies in learning anatomy. Clin Anat 18:457-464.
10. Mayer RE, Massa LJ. 2003. Three facets of visual and verbal learners: Cognitive ability, cognitive style, and learning. J Educ Psychol 95:833-864.
11. Mayer RE, Moreno R. 1998. A split-attention effect in multimedia learning: Evidence for dual-processing systems in working memory. J Educ Psychol 90:312-320.
12. Miller GA. 1956. The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychol Rev 63:81-97.
13. Moreno R, Mayer R. 1999. Cognitive principles of multimedia learning: The role of modality and contiguity. J Educ Psychol 91:358-368.
14. Paas F. 1992. Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive load approach. J Educ Psychol 84:429-434.
15. Paas F, Van Merriënboer JJG. 1994. Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. J Educ Psychol 86:122-133.
16. Paas F, Van Merriënboer JJG, Adam JJ. 1994. Measurement of cognitive load in instructional research. Percept Motor skill 79:419-430.
17. Paas F, Renkl A, Sweller J. 2003a. Cognitive load theory and instructional design: Recent developments. Educ Psychol 38:1-4.
18. Paas F, Tuovinen JE, Tabbers H, Van Gerven PWM. 2003b. Cognitive load measurement as a means to advance cognitive load theory. Educ Psychol 38:63-71.
19. Parker JA, Wallis JW, Halama JR, Brown CV, Cradduck TD, Graham MM, Wu E, Wagenaar DJ, Mammone GL, Greenes RA, Holman BL. 1996. Collaboration using internet for the development of case-based teaching files: Report of the computer and instrumentation council internet focus group. J Nucl Med 37:178-184.
20. Shapiro LB, Watt-Smith SR, Milosevic AM, Walters ID, Young P, Anderson RH. 1998. Cross-sectional imaging of a cadaveric human heart. Clin Anat 11:75-80.
21. Simon H. 1974. How big is a chunk? Science 183:482-488.
22. Sparacia G, Tartamella M, Finazzo M, Bartolotta T, Banco A, Lo Casto A, La Tona G, Bentivenga E. 1997. Server world-wide web on the internet for the provision of clinical cases and digital radiologic images for training and continuing education in radiology. Radiol Med 93:743-750.
23. Sparacia G, Bartolotta TV, Brancatelli G, Carmella D, Vimercati F. 1999. Design and implementation of a World Wide Web teaching files database on diagnostic radiology. Radiol Med 97:76-80.
24. Sweller J. 1988. Cognitive load during problem solving. Cogn Sci 12:257-285.
25. Sweller J, Chandler P. 1991. Evidence for cognitive load theory. Cogn Instruct 8:351-362.
26. Sweller J, Chandler P. 1994. Why some material is difficult to learn. Cogn Instruct 12:185-233.
27. Tuovinen JE, Paas F. 2004. Exploring multidimensional approaches to the efficiency of instructional conditions. Instr Sci 32:133-152.
28. Witkin HA, Moore CA, Goodenough DR, Cox PW. 1977. Field-dependent and field-independent cognitive styles and their educational implications. Rev Educ Res 47:1-64.