دورية أكاديمية
Efficacy of Plastinated Specimens in Anatomy Education: A Systematic Review and Meta-Analysis
| العنوان: | Efficacy of Plastinated Specimens in Anatomy Education: A Systematic Review and Meta-Analysis |
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| اللغة: | English |
| المؤلفون: | Julian Shu Kai Goh, Ramya Chandrasekaran, Srinivasa Rao Sirasanagandla, Sanchalika Acharyya, Sreenivasulu Reddy Mogali (ORCID |
| المصدر: | Anatomical Sciences Education. 2024 17(4):712-721. |
| الإتاحة: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-usTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 10 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Information Analyses |
| الواصفات: | Anatomy, Instructional Effectiveness, Preservation, Human Body, Instructional Materials, Teaching Methods, Scores, Student Evaluation, Science Instruction, Science Education |
| DOI: | 10.1002/ase.2424 |
| تدمد: | 1935-9772 1935-9780 |
| مستخلص: | Plastination, a permanent preservation method for human tissues and organs, is increasingly being used in anatomy education. However, there is a paucity of systematic reviews and meta-analyses summarizing the educational efficacy of plastinated specimens. This meta-analysis compared the assessment scores of students exposed to plastinated specimens against those exposed to other common instructional methods. A systematic search was conducted through four databases, from 2000 to July 2022. Titles and abstracts of the retrieved records were screened according to predetermined eligibility criteria. Of the 159 records screened, 18 were subjected to full-text review. Among the 18 studies, five articles reported post-intervention test scores for intervention (plastinated) and control (other modalities) groups. Studies were subjected to GRADE quality assessment, and four studies with moderate to high ratings were included for meta-analysis. Students' perceptions (n = 15 studies) were qualitatively analyzed using an inductive narrative analysis. No significant effect was detected between the intervention (n = 417) and control groups (n = 422) (standardized mean difference = 0.08; 95% CI [-0.36, 0.52]; p = 0.73). Four themes emerged from students' perceptions: ease of use, motivation to study, spatial understanding, and learning preference. Overall, student performance outcomes comparing the use of plastinated specimens versus other instructional modalities are very limited. This meta-analysis suggests that knowledge gained from plastinated specimens is comparable to learning achieved through other modalities; though this outcome should be interpreted with caution as there is currently insufficient evidence for definitive conclusions. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1426998 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1935-9772 1935-9780 |
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| DOI: | 10.1002/ase.2424 |