Learning cross-sectional anatomy using ultrasound: perspectives of undergraduate clinical anatomy students
| dc.contributor.advisor | McNamee, Lakshini S. | en_ZA |
| dc.contributor.advisor | Meyer, Ilse S. | en_ZA |
| dc.contributor.author | Correia, Janine Carla | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education. | en_ZA |
| dc.date.accessioned | 2021-11-17T05:15:45Z | |
| dc.date.accessioned | 2021-12-22T14:20:57Z | |
| dc.date.available | 2021-11-17T05:15:45Z | |
| dc.date.available | 2021-12-22T14:20:57Z | |
| dc.date.issued | 2021-12 | |
| dc.description | Thesis (MPhil)--Stellenbosch University, 2021. | en_ZA |
| dc.description.abstract | ENGLISH SUMMARY : Ultrasound (US) is increasingly used across the medical specialities as a diagnostic tool and as a result, medical faculties are being advised to further incorporate imaging into their programmes. Using US within undergraduate instruction has several benefits. The use of US, as a learning instrument, may strengthen existing anatomical knowledge and improve visual understanding of anatomy. The cost-effectiveness, as well as portability of the US, makes it a valuable means to add-on to traditional anatomy teaching modalities. Furthermore, students may develop skills in interpreting US images and ultrasound may add a different element to the study of anatomy. The literature clearly shows evidence of the benefits of US in teaching anatomy, as well as the fact that anatomy educators can be trained by clinicians to incorporate US during dissection sessions. The value of US is evident from published works and will be worth investigating in the undergraduate setting. Furthermore, although US training may not always improve students’ performances, it may lead to increased interest in learning anatomy for enhanced clinical practice. The study aimed to explore undergraduate clinical anatomy students’ perceptions on the use of ultrasound as an add-on to cadaveric dissection in the Division of Clinical Anatomy. The study population included the third-year undergraduate clinical anatomy students (25 students) at Stellenbosch University. The research question was aimed at obtaining students’ perceptions about their views on the use of US in teaching and learning anatomy. To answer the research question, students were invited to participate in virtual focus group interviews. Three virtual focus group interviews were held following the US session with three to five participants in each; 11 participants volunteered to take part in the virtual focus groups. The thematic analysis of the data obtained from the virtual focus groups was conducted and six themes were generated from the data. The six main themes are the study of living anatomy, learning cross-sectional anatomy, enhanced relevance of anatomy learning, increased interest in anatomy, instructional design and the affective and technical experience of using US. The research demonstrated that it is feasible and advantageous to implement US sessions as an add-on to the teaching of anatomy during practical dissection sessions of undergraduate clinical anatomy students. The use of innovative technologies like US enhances the interest of students and allows them to develop dexterity and competencies in their learning process. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING : Ultraklank word toenemend onder die mediese spesialiteite gebruik as 'n diagnostiese instrument en gevolglik word mediese fakulteite aangeraai om beeld vorming verder in hul programme in te voeg. Die gebruik van ultraklank tydens voorgraadse onderrig het verskeie voordele. Die gebruik van ultraklank as 'n leerinstrument kan die bestaande anatomie kennis versterk en die visuele begrip van anatomie verbeter. Die koste-effektiwiteit sowel as draagbaarheid van ultraklank maak dit 'n waardevolle manier om saam met tradisionele anatomie-onderrig modelle te voeg. Verder kan studente vaardighede ontwikkel om ultraklank beelde te interpreteer, en ultraklank kan 'n ander element by die studie van anatomie voeg. Die literatuur toon duidelik die voordele van ultraklank in die onderrig van anatomie, sowel as die feit dat anatomie-opvoeders deur mediese dokters opgelei kan word om ultraklank tydens disseksie sessies te gebruik. Die waarde van ultraklank blyk uit gepubliseerde werke en dit is die moeite werd om die gebruik daarvan in die voorgraadse studie te ondersoek. Verder, alhoewel ultraklank opleiding nie altyd studente se prestasies kan verbeter nie, kan dit lei tot verhoogde belangstelling in anatomie vir verbeterde kliniese praktyk. Die doel van hierdie studie was om voorgraadse kliniese anatomie studente se persepsies oor die gebruik van ultraklank as aanvulling tydens kadawer disseksie in die Afdeling van Kliniese Anatomie te ondersoek. Die studie populasie het die voorgraadse, derdejaar kliniese anatomie studente (25 studente) aan die Universiteit Stellenbosch ingesluit. Die navorsingsvraag was gerig op die verkryging van studente se persepsies oor hul siening oor die gebruik van ultraklank in onderrig en leer van anatomie. Om die navorsingsvraag te beantwoord, is studente genooi om aan virtuele fokusgroep onderhoude deel te neem. Drie virtuele fokusgroep onderhoude is gehou na afloop van die ultraklank sessie met drie tot vyf studente in elk; 11 studente het aangebied om aan die virtuele fokus groepe deel te neem. Die tematiese ontleding van die data verkry uit die virtuele fokus groepe is geanaliseer en ses temas is gegenereer uit die data. Die ses hooftemas is die studie van lewende anatomie, aanleer van dwarsdeursnee-anatomie, verbeterde relevansie van anatomie-leer, verhoogde belangstelling in anatomie, instruksie-ontwerp en die ervaring van die gebruik van ultraklank. Die navorsing het getoon dat dit moontlik en voordelig is om ultraklank sessies te implementeer as 'n aanvulling in die onderrig van anatomie tydens praktiese disseksie sessies van voorgraadse kliniese anatomie studente. Die gebruik van innoverende tegnologieë soos ultraklank verhoog die belangstelling van studente en stel hulle in staat om vaardighede in hul leerproses te verwerf. | af_ZA |
| dc.description.version | Masters | |
| dc.format.extent | ix, 65 pages ; illustrations, includes annexures | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/123779 | |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | |
| dc.rights.holder | Stellenbosch University | |
| dc.subject | Anatomy -- Study and teaching (Higher) | en_ZA |
| dc.subject | Ultrasonics in medicine -- Training | en_ZA |
| dc.subject | Anatomy students -- Attitudes | en_ZA |
| dc.subject | UCTD | |
| dc.title | Learning cross-sectional anatomy using ultrasound: perspectives of undergraduate clinical anatomy students | en_ZA |
| dc.type | Thesis | en_ZA |