Comparing the effectiveness of augmented reality and anatomical atlases in student preparation for neuroanatomy dissection.

Anatomy teachers urge students to come to education sessions at the dissection rooms as well-prepared as possible. To effectuate optimal preparation, assignments are designed to guide the students' learning processes. These assignment often include the use of anatomical figures in atlases.

Learning mechanisms and outcomes of an interprofessional molecular pathology workshop for residents.

The developments in targeted therapies and molecular pathology have changed the classification of tumors and precision oncology. Pathologists and clinical scientists in molecular pathology and oncologists have regular multidisciplinary meetings and are responsible for translating molecular results into an appropriate treatment plan. This requires expertise and skills to be effective team players.

Contrasting Similar Words Facilitates Second Language Vocabulary Learning in Children by Sharpening Lexical Representations.

This study considers one of the cognitive mechanisms underlying the development of second language (L2) vocabulary in children: The differentiation and sharpening of lexical representations. We propose that sharpening is triggered by an implicit comparison of similar representations, a process we call contrasting. We investigate whether integrating contrasting in a learning method in which children contrast orthographically and semantically similar L2 words facilitates learning of those words by sharpening their new lexical representations.

Virtual reality and annotated radiological data as effective and motivating tools to help Social Sciences students learn neuroanatomy.

Neuroanatomy as a subject is important to learn, because a good understanding of neuroanatomy supports the establishment of a correct diagnosis in neurological patients. However, rapid changes in curricula reduced time assigned to study (neuro)anatomy. Therefore, it is important to find alternative teaching methods to study the complex three-dimensional structure of the brain.

Neuroanatomy Learning: Augmented Reality vs. Cross-Sections.

Neuroanatomy education is a challenging field which could benefit from modern innovations, such as augmented reality (AR) applications. This study investigates the differences on test scores, cognitive load, and motivation after neuroanatomy learning using AR applications or using cross-sections of the brain. Prior to two practical assignments, a pretest (extended matching questions, double-choice questions and a test on cross-sectional anatomy) and a mental rotation test (MRT) were completed.

Exploring the validity of assessment in anatomy: do images influence cognitive processes used in answering extended matching questions?

Assessment is an important aspect of medical education because it tests students' competence and motivates them to study. Various assessment methods, with and without images, are used in the study of anatomy. In this study, we investigated the use of extended matching questions (EMQs).

Do student-defined learning issues increase quality and quantity of individual study?

An experiment was conducted in the context of a problem-based learning course to investigate the influence of a learning-goal-free problem scenario on the quality and quantity of individual study. In half of the tutorial groups, the problem scenario was constructed in such a way that it provided useful learning issues (goal-specified condition), whereas in the other half of the tutorial groups, the problem scenario did not provide learning issues (goal-free condition). It was demonstrated that students in the goal-free condition read more articles, studied longer, and spent more time reporting the studied literature than their peers in the goal-specified condition.

Learning in a clinical education programme in primary care: the Maastricht Adoption Programme.

Introduction: At Maastricht University, the integration of knowledge, skills and attitudes in preclinical medical education is promoted by an 'Adoption Programme', where students carry out assignments in a general practice setting. The assignments are explained and discussed in practical medical coaching groups. The aim of this study was to examine the relationships between the elements that affect learning in the programme.

Quality of student-generated learning issues in a problem-based curriculum.

In a problem-based curriculum students generate learning issues that are the guidelines for their individual study. In an earlier study it was found that a useful learning issue contains a keyword that demarcates the content of a certain topic to be studied and is formulated concisely and unambiguously for all members of the tutorial group. This study investigates two questions.