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Exploring spatial understanding and cognitive load using ultrasound in teaching and learning anatomy.
Thesis (MSc)--Stellenbosch University, 2024.
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| Format: | Thesis |
| Language: | English |
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Stellenbosch : Stellenbosch University
2025
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| _version_ | 1867613956079616000 |
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| access_status_str | Open Access |
| author | De Lange, Johanna Maria |
| author2 | Correia, Janine Carla |
| author_browse | Correia, Janine Carla De Lange, Johanna Maria |
| author_facet | Correia, Janine Carla De Lange, Johanna Maria |
| author_sort | De Lange, Johanna Maria |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description |
Thesis (MSc)--Stellenbosch University, 2024. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/131635 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:44:22.712Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/131635 Exploring spatial understanding and cognitive load using ultrasound in teaching and learning anatomy. De Lange, Johanna Maria Correia, Janine Carla Baatjes, Karin Jeanne Willaert, Wouter Stellenbosch University. Faculty of Medicine and Health Sciences. Dept. of Biomedical Sciences. Division of Clinical Anatomy. Anatomy -- Study and teaching Diagnostic ultrasonic imaging Medical education UCTD Thesis (MSc)--Stellenbosch University, 2024. ENGLISH ABSTRACT: Even though ultrasound (US) appears to be compatible with current teaching modalities for anatomy, few objective data have been gathered to support its use as a teaching tool, since most literature currently explore students' perceptions or the extent to which they perceive their knowledge level to have increased. Furthermore, despite US's potential to supplement anatomical visualizations, students' ability to learn may be hampered or benefited depending on their cognitive load (CL). It is also plausible that spatial understanding (SU) exerts a further influence on CL encountered by students when employing US as a method of learning anatomy, given that SU is a cognitive factor essential for grasping intricate anatomical relationships. Moreover, the perceptions of anatomy faculty regarding US integration into anatomy education are largely unexplored. By obtaining their viewpoints, new insights could be gained regarding US's utilization in anatomy instruction. Phase A of the study was conducted in three different parts, with testing done before and after the practical US session. Two paper-and-pencil tests were administered to students prior to the US session, assessing SU and cardiovascular system (CVS) anatomy knowledge, respectively. During the US session, cardiac anatomy was explored, as ultrasonography allows for the dynamic evaluation of the heart. The participants (MBChB I, II and III) were introduced to the basics of US physics, followed by a cardiac US practical demonstration. Thereafter, the participants were allowed to have hands-on practice using US devices. After the US session, SU and CVS anatomy knowledge were once again assessed. In addition, participants received a CL Scale Questionnaire to complete. Phase B consisted of an anonymous, voluntary online survey, which was administered to the members of the societies of the International Federation of Associations of Anatomists (IFAA). The purpose of this phase was to collect data in relation to anatomy faculty perceptions regarding the incorporation of US in anatomy education. Thirty-one students participated in Phase A the study. Pre-and post-testing of CVS anatomy knowledge showed a mean increase of 11.33% (p<0.05), while participants’ mean SU scores improved from 65.71% to 81.04% (p<0.05). The highest student rating on the CL Scale was observed when measuring the germane load, specifically Question 7 (8.55 ± 1.31), while the lowest rating was reported for measurement of extraneous load, particularly Question 5 (1.23 ± 1.61). In Phase B, 15/31 (48.39%) of the respondents stated that US has current incorporation status in their institutions’ anatomy curricula, while 30/31 (96.77%) agreed that US can improve SU in anatomy education. The main reason for not including US in their current anatomy curricula was a lack of standardized curriculum for US incorporation in undergraduate anatomy education (25%). Three themes were also developed from the open-ended questions, namely US incorporation into anatomy curricula, SU and CL. This study provided insightful reports on the efficacy of US, specifically concerning SU and CL, in anatomy education. Using ultrasonography in medical education can help improve learning outcomes and prepare students for clinical practice. AFRIKAANSE OPSOMMING: Alhoewel ultraklank (UK) blyk om geskik te wees vir huidige anatomie onderrigmodaliteite, is daar min objektiewe data om die gebruik daarvan as 'n onderriginstrumentte ondersteun, aangesien die meeste literatuur tans studente se peßepsies ondersoek of die mate wat hulle ewaar hul kennisvlakke toegeneem het. Verder, ten spyte van UK se potensiaal om anatomiese visualiserings aan te vul, kan studente se vermoe om te leer belemmer of bevoordeel word, athangende van hul kognitiewe las (KL). Dit is 00k aanneemlik dat ruimtelike begrip (RB) 'n verdere invloed uitoefen op KL wat studente teekom wanneer hulle UK as •n metode gebruik om anatomie te leer, aangesien UK 'n kognitiewe faktor is wat noodsaaklik is om ingewikkelde anatomiese verhoudmgs te begryp. Boonop is die persepsies van anatomie•fakulteit rakende UK integrasie in anatomie-opvoedkunde grootliks onontgin. Deur hul standpunte te bekom, kan nuwe insigte verkry word oor UK se benutting in anatomie-onderri g. Fase A van die studie is in drie verskillende dele uitgevoer, met toetsing wat voor en na die praktiese UK sessie plaasgevind het Twee papmen-potloodtoetse is voor die UK sessie aan studente toegedien, wat onderskeidelik RB en kardiovaskulére anatomie-kennis beoordeel het Tydens die UK sessie is kardiovaskulére anatomie ondersoek, aangesien UK die dinamiese evaluering van die hart moontlik maak. Die deelnemers (MBChB I, Il en Ill) is bekendgestel aan die basiese beginsels van UK fisika, gevolg deur 'n kardiovaskulére UK praktiese demonstrasie. Daarna die deelnemers toegelaat om praktiese oefening te hé deur UK-toestelle te gebruik. Na die UK sessie is die RB en kardiovaskulére anatomie-kennis weer beoordeel. Daarbenewens het deelnemers •n KL-skaaI-vraeIys ontvang om te voltooi. Fase B het 'n anonieme, vrywillige aanlyn opname ingesluit wat geadministreer is aan lede van die verenigings van die Internasionale Federasie van Verenigings van Anatomiste (IFAA). Die doel van dié fase was om data in te samel met betrekking tot anatomie-fakulteitspersepsies rakende die inkorporering van UK in anatomie-onderrig. Een-en-dertig studente het aan Fase A van die studie deelgeneem. en na-toetsing van kardiovaskulére anatomie-kennis het 'n gemiddelde toename van 11.33% (p<O.05) getoon, terwyl deelnemers se RB-teIIings van 65.71% na 81.04% (p<O.05) verbeter het. Die hoogste studentegradenng op die KL-skaaI is waargeneem toe germane las gemeet is, spesifiek Vraag 7 (8.55 ± 1.31), terwyl die laagste gradering gerapporteer is vir meting van ekstrinsieke las, veral Vraag 5 (1.23 ± 1.61). In Fase B het 15/31 (4839%) van die respondente gesé dat UK huidig ingesluit is in hul instellings se anatomie-kurrikula, terwyl 30/31 (96.77%) saamgestem het dat UK die RB in anatomie-onderrig kan verbeter. Die hoofrede waarom UK nie by sommige huidige anatomie-kurrikula ingesluit is nie, is 'n gebrek aan 'n gestandaardiseerde kurrikulum vir UK insluiting in voorgraadse anatomie-onderrig (25%). Daar is 00k drie temas ontwikkel uit die oop vrae, naamlik UK insluiting in anatomie-kurrikula, RB en KL. Hierdie studie het insiggewende verslae verskaf oor die doeltreffendheid van UK, spesifiek rakende RB en KL, in anatomie-onderrig. Die gebruik van UK in mediese onderrig kan help om leeruitkomste te verbeter en studente voor te berei vir die kliniese praktyk. Masters 2025-02-03T06:16:52Z 2025-02-03T06:16:52Z 2024-12 Thesis https://scholar.sun.ac.za/handle/10019.1/131635 en Stellenbosch University xvii, 156 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Anatomy -- Study and teaching Diagnostic ultrasonic imaging Medical education UCTD De Lange, Johanna Maria Exploring spatial understanding and cognitive load using ultrasound in teaching and learning anatomy. |
| title | Exploring spatial understanding and cognitive load using ultrasound in teaching and learning anatomy. |
| title_full | Exploring spatial understanding and cognitive load using ultrasound in teaching and learning anatomy. |
| title_fullStr | Exploring spatial understanding and cognitive load using ultrasound in teaching and learning anatomy. |
| title_full_unstemmed | Exploring spatial understanding and cognitive load using ultrasound in teaching and learning anatomy. |
| title_short | Exploring spatial understanding and cognitive load using ultrasound in teaching and learning anatomy. |
| title_sort | exploring spatial understanding and cognitive load using ultrasound in teaching and learning anatomy |
| topic | Anatomy -- Study and teaching Diagnostic ultrasonic imaging Medical education UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/131635 |
| work_keys_str_mv | AT delangejohannamaria exploringspatialunderstandingandcognitiveloadusingultrasoundinteachingandlearninganatomy |