ArticleBMC medical education2024
An exploration of students' use of digital resources for self-study in anatomy: a survey study.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
12 citing papers in PubMed.
- Visualizing Anatomy: Comparing the Pedagogical Impact of Chalkboard Teaching and 3D Models.Clinical anatomy (New York, N.Y.) · 2026Article
- Comparative Analysis of Dental Anatomy Teaching Modalities' Effect on Preclinical Operative Psychomotor Performance.Journal of dental education · 2026Article
- Online anatomical images are an effective resource to improve knowledge acquisition and practical exam performance in gross anatomy.Anatomical sciences education · 2026Article
- Integrating 3D Software Technology for Human Anatomy Instruction in Dental Education.Journal of dental education · 2026Article
- From Images to Specimens: The Impact of Tactile, Three-Dimensional Learning in Dental Anatomy.Dentistry journal · 2026Article
- Nursing students' perceptions of image-based anatomical self-assessment in undergraduate education.Frontiers in medicine · 2026Article
- Evaluating digital resources as a supplement to traditional anatomy teaching in dental education.Frontiers in dental medicine · 2026Article
- The impact of emotional value in digital teaching resources on learning motivation-an empirical analysis based on a questionnaire survey.Frontiers in psychology · 2026Article
- An Assessment of Anki Flashcards Use in Comparison to Alternative Study Methodologies in First Year Graduate Entry Medical Students.Medical science educator · 2025Article
- Digital learning resource use among Swedish medical students: insights from a nationwide survey.BMC medical education · 2025Article
- From Cadavers to Codes: The Evolution of Anatomy Education Through Digital Technologies.Medical science educator · 2025Review
- Student Critical Self-Reflection and Perceptions of Video-Based Pro-Section Computer-Assisted Instruction.Journal of medical education and curricular developmentArticle
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe development of technology has provided new ways for active engagement and for visualizing structures in anatomy education including digital resources that may be used outside of the classroom. To support students' learning, there is a need to better understand students' experiences of using digital resources. This study aimed to identify which resources students use, their preferences, the purpose of using them, and barriers to adopting tools for self-study of anatomy.
methodsA mixed -methods approach combining qualitative and quantitative data was used to collect and analyse data. Two consecutive cohorts of first-semester medical students (n = 278) were invited to complete an anonymized survey. The survey consisted of itemized questions, free-text space for comments, and one open-ended question. Descriptive statistics were used for demographics and itemized answers. Comments and free-text answers were analysed qualitatively using abductive inference.
resultsOne hundred and twenty-seven students completed the survey (response rate 45%). Most students (46%) reported that they spend more than 30 h/per week on self-study. They used a variety of digital resources for different purposes. Most students used digital resources to prepare for examinations, when they encountered difficulties and after going through a section. Students reported that they would use digital resources to a greater extent if they were offered an introduction, if resources were more accessible, and if they could interact with a tutor. The free-text responses revealed that digital resources helped students understand anatomy, allowed them to make active choices, provided tools for repetition and memorization, accelerated and simplified the learning process, and complemented other learning resources.
conclusionsDigital resources may support the understanding of anatomy by offering alternative modes of learning and providing a valuable complement to other learning resources. Educators should consider how digital resources are introduced and offer support and feedback.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.