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.
|Title of host publication||Biomedical Visualisation|
|Place of Publication||Cham|
|Number of pages||8|
|Publication status||Published - 2019|
|Name||Advances in Experimental Medicine and Biology|
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). Springer. https://doi.org/10.1007/978-3-030-19385-0_3