Utilising Anatomical and Physiological Visualisations to Enhance the Face-to-Face Student Learning Experience in Biomedical Sciences and Medicine

Christian Moro, Sue Gregory

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

Abstract

The introduction of online learning and interactive technology into tertiary education has enabled biomedical science and medical faculties to provide students with quality resources for off-campus study. This encompasses online self-directed learning, interactive blogs, quizzes, recordings of lectures and other resources. In addition, textbooks are now supplemented with interactive online learning tools, meaning that the student now has more accessibility than ever to engage with content. However, in biomedical sciences and medicine, technology has also enhanced the in-classroom experience. Anatomical and physiological visualisations in virtual, augmented and mixed reality provide students with an unprecedented ability to explore virtual content in-class, while learning remains structured by the facilitator and teaching team. This chapter will provide insights into the past use of technology to enhance off-campus learning, and then focus on the range of visualisations utilised within the laboratory or classroom in order to facilitate learning in biomedical sciences and medicine, including: augmented reality, virtual reality; mixed reality and Holograms; 3D printing; simulated dissections and anatomy simulation tables; and “Smart” tablets and touchscreen devices.
Original languageEnglish
Title of host publicationBiomedical Visualisation
EditorsPaul Rea
Place of PublicationCham
PublisherSpringer
Pages41-48
Number of pages8
Volume3
ISBN (Electronic)978-3-030-19385-0
ISBN (Print)978-3-030-19384-3
DOIs
Publication statusPublished - 2019

Publication series

NameAdvances in Experimental Medicine and Biology
Volume1156
ISSN (Electronic)2214-8019

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visualization
medicine
science
learning
experience
student
team teaching
classroom
quiz
weblog
virtual reality
resources
textbook
recording
simulation
ability
education

Cite this

Moro, C., & Gregory, S. (2019). Utilising Anatomical and Physiological Visualisations to Enhance the Face-to-Face Student Learning Experience in Biomedical Sciences and Medicine. In P. Rea (Ed.), Biomedical Visualisation (Vol. 3, pp. 41-48). (Advances in Experimental Medicine and Biology; Vol. 1156). Cham: Springer. https://doi.org/10.1007/978-3-030-19385-0_3
Moro, Christian ; Gregory, Sue. / Utilising Anatomical and Physiological Visualisations to Enhance the Face-to-Face Student Learning Experience in Biomedical Sciences and Medicine. Biomedical Visualisation. editor / Paul Rea. Vol. 3 Cham : Springer, 2019. pp. 41-48 (Advances in Experimental Medicine and Biology).
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Moro, C & Gregory, S 2019, Utilising Anatomical and Physiological Visualisations to Enhance the Face-to-Face Student Learning Experience in Biomedical Sciences and Medicine. in P Rea (ed.), Biomedical Visualisation. vol. 3, Advances in Experimental Medicine and Biology, vol. 1156, Springer, Cham, pp. 41-48. https://doi.org/10.1007/978-3-030-19385-0_3

Utilising Anatomical and Physiological Visualisations to Enhance the Face-to-Face Student Learning Experience in Biomedical Sciences and Medicine. / Moro, Christian; Gregory, Sue.

Biomedical Visualisation. ed. / Paul Rea. Vol. 3 Cham : Springer, 2019. p. 41-48 (Advances in Experimental Medicine and Biology; Vol. 1156).

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

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Moro C, Gregory S. Utilising Anatomical and Physiological Visualisations to Enhance the Face-to-Face Student Learning Experience in Biomedical Sciences and Medicine. In Rea P, editor, Biomedical Visualisation. Vol. 3. Cham: Springer. 2019. p. 41-48. (Advances in Experimental Medicine and Biology). https://doi.org/10.1007/978-3-030-19385-0_3