151 - Anatomical Online Mapping-Exploration-Extrapolation (Anat-O-MEE): Developing a Guided Anatomical Learning Toolkit for Students with Students

Poster Board Number: 151
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Introduction: Digital anatomy resources are often incorporated into anatomy curricula as an adjunct to support students in grasping complex anatomical and spatial relationships. However, in novice learners or those with low spatial abilities, digital tools may contribute to cognitive overload and negatively impact the learning process. Building on a recent project (GRANTed) that created online 3D anatomy models, we are developing a unique, student-centered toolkit called Anat-O-MEE that has three progressive components: MAP-EXPLORE-EXTRAPOLATE. Drawing on theory from motivation learning and gamification theory literature, the development of this toolkit will integrate the GRANTed 3D models into a gamified practice environment that involves 2D to 3D orienting, landmarking, and application in anatomy. Progression through the MAP component focuses on anatomical orientation and landmarking games with incrementally reduced guidance and increased model complexity. In this mixed methods study, we seek to examine students’ feedback on motivation, preferences and recommendations for revisions to the games within the MAP component of Anat-O-MEE.

Methods: Initial game elements of the MAP component for the pelvis and femur were drafted in the summer of 2022, and a paper-based version with guided instruction was piloted on undergraduate anatomy students (n = 7) prior to their first lectures on this region. Feedback from students was collected on the orienting and landmarking games in a semi-structured focus group format, transcribed in real-time. Students were then asked to rank, from most important to least important, 8 statements capturing preferences for gamified learning environment and motivation, such as guidance or feedback and rewards and progress. A second round of student testing and feedback will be done with novice learners from a first-year anatomy course once the digital version of the MAP games are launched.

Analysis: Focus group data was analyzed, and emerging themes were identified from students’ responses. The ranked statements were assigned a weighted score and organized from highest to lowest frequency across participants.

Results: Four themes were developed from the initial focus group data highlighting what was valued by the students for the MAP component of Anat-O-MEE: progression, variety of tasks, feedback/guidance, and rewards. The relative ranking task revealed that while feedback, guidance and progression were the most preferred elements, the lowest ranked was the offering of a variety of tasks and rewards.

Conclusions: Initial feedback from students on the MAP component of Anat-O-MEE has provided clarification and constructive guidance on motivators for gamified learning in an anatomical framework. Together, the focus group and ranking data suggests that strong motivators to play the games would be the presence of rewards and progression through levels, while the provision of feedback and guidance is valued for completing the learning tasks. This feedback, along with planned iterative student feedback, will be incorporated into future revisions of the digital MAP component of Anat-O-MEE.

The authors would like to gratefully acknowledge the Learning & Education Advancement Fund through the University of Toronto which is supporting this project.