Anatomi Eğitimi İçin Geliştirilmiş Mobil Uygulamalar

Öz

Amaç: Anatomi eğitimini desteklemek için tablet ve akıllı telefonları kapsayan mobil cihazların potansiyel kullanımlarını tanımak ve mobil öğrenmeyi anatomi alanında teşvik etmektir.

Gereç ve Yöntem: Araştırma ''Anatomy'', ''Anatomi'', ''İnsan'' ve ''Human'' ana kelimelerinin kombinasyonları kullanılarak, insan anatomisi hakkında bilgi içeren aplikasyonlar 13 Haziran-13 Ağustos 2018 tarihleri arasında gerçekleştirildi. Araştırma alanları olarak çevrimiçi iOS ve Android işletim sisteminin dahil olduğu App Store ve Google Play uygulama mağazaları (Application Stores) kullanıldı. Veri toplama formu araştırmacı tarafından geliştirildi.

Bulgular: Arama algoritması kullanılarak toplam 298 anatomi uygulaması tespit edildi. Uygulamaların %19.4’ü (58) iOS mobil işletim sisteminde bulunurken, %80.6’sı (240) ise Android mobil işletim sisteminde bulundu. Uygulamaların %9.3’ünün (28) birden fazla dili desteklediği, %3.7’sinde (11) Türkçe dil desteğinin bulunduğu, %28,8’unda (86) quiz özelliğinin mevcut olduğu ve %37.6’sinin (112) ücretli olduğu tespit edildi.

Sonuç: Bu analizin, anatomistlerin ve sağlık profesyonellerinin temel uygulamaları tanımlamasına, işlevsellik kazandırmasına ve gelecekteki mobil uygulamaların geliştirilmesine ve entegrasyonuna rehberlik etmesine yardımcı olabileceği düşünülmektedir.

Anahtar Kelimeler

• anatomi,mobil uygulamalar,tıp eğitimi,akıllı telefonlar

Developed Mobile Applications for Anatomy Education

Öz

Background: The purpose of the study is to evaluate quantitatively mobile anatomy applications that compatible the iOS and Android operating system in App Store and Google Android application stores.

Methods: In this research, the applications containing information about human anatomy were analyzed by using the combinations of the words ''Anatomy'', ''Anatomi'', ''İnsan'' and ''Human''. As research areas, App Store and Google Play application stores, including the online iOS and Android operating systems, were used. Data were collected between June 13 and August 13, 2018. The data collection form was developed by the researchers.

Results: A total of 298 anatomy applications were detected using the search algorithm. 19,4% (58) of the applications were found in the iOS mobile operating system, while 80,6% (240) were found in the Android mobile operating system. It was found that 9,3% (28) of the applications supported more than one language, 3,7% (11) had Turkish language support, 28,8% (86) had quiz feature and 37,6% (112) available for purchase.

Conclusions: This study is notable for the fact that applications related to macroscopic anatomy are the first analysis performed on both Android and iOS. It is seen that some of the downloading rates are more popular. It is suggested that such applications be examined and recommended to students for use in anatomy course programs and integrated into educational processes.

Anahtar Kelimeler

• anatomy,mobile applications,medical education,smartphones

Kaynakça

1. 1. Azer SA, Eizenberg N. (2007). Do we need dissection in an integrated problem-based learning medical course? Perceptions of first-and second-year students. Surg Radiol Anat 29(2), 173-180.
2. 2. Bati AH, Ozer MA, Govsa F, Pinar Y. (2013). Anxiety of first cadaver demonstration in medical, dentistry and pharmacy faculty students. Surg Radiol Anat 35(5), 419-426.
3. 3. Stirling A, Birt J. (2014). An enriched multimedia eBook application to facilitate learning of anatomy. Anat Sci Educ 7(1), 19-27.
4. 4. Martin S, Diaz G, Sancristobal E, Gil R, Castro M, Peir J. (2011). New technology trends in education: Seven years of forecasts and convergence. Comput Educ 57(3), 1893-1906.
5. 5. Azer SA. (2012). Can “YouTube” help students in learning surface anatomy?. Surg Radiol Anat 34(5), 465-468.
6. 6. Pires LAS, de Oliveira Leite TF, Fonseca Junior A, Babinski MA, Chagas CAA. (2018). Anatomical Apps and Smartphones: A Pilot Study with 100 Graduation Students. SM J Clin Anat 2(1), 1007.
7. 7. Chakraborty TR, Cooperstein DF. (2018). Exploring anatomy and physiology using iPad applications. Anat Sci Educ 11(4), 336-345.
8. 8. Hargis J, Cavanaugh C, Kamali T, Soto M. (2014). A federal higher education iPad mobile learning initiative: Triangulation of data to determine early effectiveness. Innovative Higher Education 39(1), 45-57.

9. 9. Richard CA, Bryant JE. (2014). Pharmacy student perceptions on the introduction of clinical case studies solved with Apple mobile devices into a basic health science laboratory. Curr Pharm Teach Learn 6(5), 659-666.
10. 10. Nguyen L, Barton SM, Nguyen LT. (2015). iP ads in higher education-Hype and hope. British Journal of Educational Technology (BJET) 46(1), 190-203.
11. 11. Rubenstein CD, Schubert CF. (2017). Student and faculty perceptions of iPad integration in a prelicensure program. Nurse Educ 42(2), 85-90.
12. 12. Lewis TL, Burnett B, Tunstall RG, Abrahams PH. (2014). Complementing anatomy education using three‐dimensional anatomy mobile software applications on tablet computers. Clin Anat 27(3), 313-320.
13. 13. Hwang GJ, Tsai CC. (2011). Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology (BJET) 42(4), E65-E70.
14. 14. Cornwall J, Pollard MF. (2012). Evaluation of free i-applications for tertiary level gross anatomy education. Australas Med J 5(4), 239-242.
15. 15. Sugand K, Abrahams P, Khurana A. (2010). The anatomy of anatomy: a review for its modernization. Anat Sci Educ 3(2), 83-93.
16. 16. Tanasi CM, Tanase, VI, Harsovescu T. (2014). Modern methods used in the study of human anatomy. Procedia Soc Behav Sci 127, 676-680.
17. 17. Irby DM, Wilkerson L. (2003). Educational innovations in academic medicine and environmental trends. J Gen Intern Med 18(5), 370-376.
18. 18. Marks Jr SC. (2000). The role of three‐dimensional information in health care and medical education: The implications for anatomy and dissection. Clin Anat 13(6), 448-452.
19. 19. Mayfield CH, Ohara PT, O'Sullivan PS. (2013). Perceptions of a mobile technology on learning strategies in the anatomy laboratory. Anat Sci Educ 6(2), 81-89
20. 20. Davis CR, Bates AS, Ellis H, Roberts AM. (2014). Human anatomy: Let the students tell us how to teach. Anat Sci Educ 7(4), 262-272.
21. 21. Visible Body. (2012). Visible Body 3D Human Anatomy Atlas 2 iPad. Version 2.1.0. Apple iOS App. Argosy Publishing, Inc., Newton, MA. 179 MB.
22. 22. Gest TR. (2011). Clemente’s Anatomy Flash Cards. Version 2.2. Apple iOS App. Modality Inc., Durham, NC. 95.9 MB.
23. 23. Abrahams PH. (2011). Aspects of Anatomy. Version 1.0. Apple iOS App. The University of Warwick, Coventry, UK. 718 MB.
24. 24. Gavalas D, Economou D. (2011). Development platforms for mobile applications: Status and trends. IEEE software 28(1), 77-86.
25. 25. Ostrin Z, Dushenkov V. (2016). The pedagogical value of mobile devices and content-specific application software in the A&P laboratory. HAPS Educator 20(4), 97-103.
26. 26. Hwang GJ, Wu PH. (2014). Applications, impacts and trends of mobile technology-enhanced learning: A review of 2008–2012 publications in selected SSCI journals. IJMLO 8(2), 83-95.
27. 27. Davies BS, Rafique J, Vincent TR, Fairclough J, Packer MH, Vincent R, Haq I. (2012). Mobile Medical Education (MoMEd)-how mobile information resources contribute to learning for undergraduate clinical students-a mixed methods study. BMC medical education 12(1), 1.
28. 28. Vafa S, Chico DE. (2013). A needs assessment for mobile technology use in medical education. Int J Med Educ 4, 230-235.
29. 29. Morris NP, Lambe J, Ciccone J, Swinnerton B. (2016). Mobile technology: students perceived benefits of apps for learning neuroanatomy. JCAL 32(5), 430-442.
30. 30. Rossing JP, Miller W, Cecil AK, Stamper SE. (2012). iLearning: The future of higher education? Student perceptions on learning with mobile tablets. J Scholar Teach Learn 12, 1-26