dc.contributor.author |
Yilmaz, H. |
|
dc.contributor.author |
Guler, H. |
|
dc.date.accessioned |
2024-03-20T13:44:05Z |
|
dc.date.available |
2024-03-20T13:44:05Z |
|
dc.date.issued |
2023 |
|
dc.identifier.citation |
Yilmaz, H., Güler, H. (2023). Explaining Skeletal System Anatomy with Classical Method, Video Assisted Method and 3D Imaging Techniques and Comparison of Learning Levels Between Methods. Int. J. Morphol., 41(4), 1107-1111 |
en_US |
dc.identifier.issn |
0717-9502 |
|
dc.identifier.issn |
0717-9367 |
|
dc.identifier.uri |
https://www.webofscience.com/wos/woscc/full-record/WOS:001048344800019 |
|
dc.identifier.uri |
http://earsiv.odu.edu.tr:8080/xmlui/handle/11489/4781 |
|
dc.description |
WoS Categories: Anatomy & Morphology |
en_US |
dc.description |
Web of Science Index: Science Citation Index Expanded (SCI-EXPANDED) |
en_US |
dc.description |
Research Areas: Anatomy & Morphology |
en_US |
dc.description.abstract |
The aim of this research is to introduce the ideal lecture technique to the literature by explaining the anatomy of the skeletal system using the classical method, video-assisted method and 3D imaging techniques. The research was carried out with 180 students. The number of samples was determined by power analysis (a=0.05,b=0.20, effect size=0.25). Participants were pre-screened and divided into 4 groups with the closest group mean (group 1: control group: the group that did not take anatomy lessons, group 2: video-assisted anatomy education, group 3: 3D anatomy course, group 4: classical anatomy education group). The courses in the training groups were organised as 4 hours/day, 2 days/week for 5 weeks. At the end of the course, the students were re-examined and scaled to determine the difference in scores and self-efficacy between the groups. A one-way ANOVA test was performed because the data were normally distributed when comparing between groups. The mean scores were calculated as group 1=30.22 & PLUSMN;6.24, group 2=39.02 & PLUSMN;9.15, group 3=49.77 & PLUSMN;9.20 and group 4=59.28 & PLUSMN;8.95. In the post hoc comparison, in pairwise comparisons between all groups, the differences were highly significant (p<0.001). According to the results of the self-efficacy scale, the groups were ranked as group 4>group 3>group 2>group 1 (p<0.001). According to the results of this study, the laboratory method in skeletal anatomy teaching is the best alternative to 3D anatomy teaching. |
en_US |
dc.language.iso |
eng |
en_US |
dc.publisher |
SOC CHILENA ANATOMIA-TEMUCO |
en_US |
dc.rights |
info:eu-repo/semantics/openAccess |
en_US |
dc.subject |
KEY WORDS, Anatomy, Education, Skeletal System Anatomy, Video-assisted, 3D |
en_US |
dc.title |
Explaining Skeletal System Anatomy with Classical Method, Video Assisted Method and 3D Imaging Techniques and Comparison of Learning Levels Between Methods |
en_US |
dc.type |
article |
en_US |
dc.relation.journal |
INTERNATIONAL JOURNAL OF MORPHOLOGY |
en_US |
dc.contributor.department |
Ordu Üniversitesi |
en_US |
dc.identifier.volume |
41 |
en_US |
dc.identifier.issue |
4 |
en_US |
dc.identifier.startpage |
1107 |
en_US |
dc.identifier.endpage |
1111 |
en_US |