Clinical anatomy e-cases: a five-year follow-up of learning analytics. Perumal, V., Butson, R., Blyth, P., & Daniel, B. N Z Med J, 130(1449):22-29, 2017. ![Clinical anatomy e-cases: a five-year follow-up of learning analytics [link]](https://bibbase.org/img/filetypes/link.svg "link")
Website abstract bibtex AIM: This article explores the development and user experiences of a supplementary e-learning resource (clinical anatomy e-cases) for medical students, across a five-year teaching period. METHODS: A series of online supplementary e-learning resources (the clinical anatomy e-cases) were developed and introduced to the regional and clinical anatomy module of the medicine course. Usage analytics were collected online from a cohort of third-year medical students and analysed to gain a better understanding of how students utilised these resources. RESULTS: Key results showed that the students used the supplementary learning resource during and outside regular teaching hours that includes a significant access during holidays. Analysis also suggested that the resources were frequently accessed during examination periods and during subsequent clinical study years (fourth or fifth years of medicine course). Increasing interest and positive feedback from students has led to the development of a further series of e-cases. CONCLUSION: Tailor-made e-learning resources promote clinical anatomy learning outside classroom hours and make supplementary learning a 24/7 task.
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title = {Clinical anatomy e-cases: a five-year follow-up of learning analytics},
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year = {2017},
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notes = {Perumal, Vivek<br/>Butson, Russell<br/>Blyth, Phil<br/>Daniel, Ben<br/>eng<br/>New Zealand<br/>2017/02/09 06:00<br/>N Z Med J. 2017 Jan 27;130(1449):22-29.},
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abstract = {AIM: This article explores the development and user experiences of a supplementary e-learning resource (clinical anatomy e-cases) for medical students, across a five-year teaching period. METHODS: A series of online supplementary e-learning resources (the clinical anatomy e-cases) were developed and introduced to the regional and clinical anatomy module of the medicine course. Usage analytics were collected online from a cohort of third-year medical students and analysed to gain a better understanding of how students utilised these resources. RESULTS: Key results showed that the students used the supplementary learning resource during and outside regular teaching hours that includes a significant access during holidays. Analysis also suggested that the resources were frequently accessed during examination periods and during subsequent clinical study years (fourth or fifth years of medicine course). Increasing interest and positive feedback from students has led to the development of a further series of e-cases. CONCLUSION: Tailor-made e-learning resources promote clinical anatomy learning outside classroom hours and make supplementary learning a 24/7 task.},
bibtype = {article},
author = {Perumal, V and Butson, R and Blyth, P and Daniel, B},
journal = {N Z Med J},
number = {1449}
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