gms | German Medical Science

4th InVeST – International Veterinary Simulation in Teaching Conference

14.09. - 16.09.2015, Hannover

Development and evaluation of two anatomical po“t”casts for students learning the anatomy of the tongue

Meeting Abstract

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  • corresponding author presenting/speaker Dora Bernigau - Institute of Veterinary Anatomy, Histology and Embryology, Faculty of Veterinary Medicine, Leipzig University, Leipzig, Germany
  • author Sebastian Schmalz - Institute of Veterinary Anatomy, Histology and Embryology, Faculty of Veterinary Medicine, Leipzig University, Leipzig, Germany
  • author Christoph Mülling - Institute of Veterinary Anatomy, Histology and Embryology, Faculty of Veterinary Medicine, Leipzig University, Leipzig, Germany

InVeST 2015: International Veterinary Simulation in Teaching Conference. Hannover, 14.-16.09.2015. Düsseldorf: German Medical Science GMS Publishing House; 2015. Doc15invest26

doi: 10.3205/15invest26, urn:nbn:de:0183-15invest269

Published: September 10, 2015

© 2015 Bernigau et al.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 License. See license information at http://creativecommons.org/licenses/by/4.0/.


Outline

Text

“VetAnaTube”, a working group at our Institute deals with the production of multimedial learning material. Especially “potcasts” are used frequently by students. Potcasts are audiovisual flash-animations featuring specimens of the anatomical museum.

The aim of the present study was to evaluate whether and to which extent potcasts enhance the learning effect in veterinary anatomy in comparison to traditional linear ways of learning.

Two potcasts featuring the anatomy of the tongue were developed. Images of specimens and a descriptive text were combined to an audivisual animation using the software Adobe Flash Professional. 1st and 2nd year students (n=101) were randomly allocated to a “potcast-group” and a “text-group”. After ten minutes of preparation (watching the potcast vs. reading the text) students took a written mini-exam (10 questions). In addition the potcast-group was asked to complete a feedback sheet (6 step scale).

Evaluation of the test revealed that the potcast-groups of both years achieved better results compared to the text-groups. Total results for right answers of the 1st year students show that the potcast group (47.8%) was up to 6.4% better than the text group (41.4%). In comparison 2nd year students in both groups achieved higher rates of right answers (84.8% vs. 78.9%) again in favour of the potcast group. These differences varied within the individual questions.

Potcasts clearly improved learning success and knowledge retention in comparison to simple text forms. Thus they are suitable for acquiring and refreshing knowledge in veterinary anatomy.