he efficacy of using YouTube on student’s knowledge acquisition and retention and critical thinking in human anatomy course

Background

Internet and user-generated content have made a huge impact on anatomy instruction in recent years. Social media sites like Facebook, YouTube, Twitter, Flickr, and Instagram are just a few examples (Mike, 2011). Faculty-run Facebook Pages at the University of Sharjah, for example, were found to be beneficial in boosting anatomy knowledge beyond the scope of traditional lecture formats (Akram, 2014). Another study at the University of Southampton found that medical students benefited from utilizing Twitter to aid their learning in a neuro anatomy curriculum (Hennessy, 2016). More than 78% of second-year medical and radiation therapy students said that YouTube was their primary source for anatomy-related video clips, according to a study conducted at Dublin College (Barry, 2015). First-year medical students in Venezuela were found to use YouTube videos to learn about the human anatomy, according to a separate research (Guerin, 2020).

The effectiveness of utilizing cadaver dissection in enhancing anatomical knowledge of students and hands on experience for future students.

When it comes to practicing surgery, anatomical knowledge is necessary for students’ clinical skills acquisition and is particularly important (Abdullatif, 2020). A three-dimensional view of the human body is gained by dissection, which enhances students’ regional and systemic anatomy knowledge, as well as reinforcing what they acquired in lectures and tutorials (Ghosh, 2017). Dissection practice improves medical students’ cognitive abilities and attention spans, as well as their physical endurance, which is a prerequisite for medical students to practice dissection (Romo-Barrientos, 2020).

The effects of using protection on student’s perception in medical and allied health schools.

Prosections have replaced full-body dissection in some schools because of the unavailability of donated bodies and the reduced amount of time allocated for dissection practice in today’s integrated curricula (Omar, 2009). This allows students to spend more time studying structures instead of spending hours hunting for and investigating them in dissection classes, which reduces the amount of time students are in contact with each other. There is a growing trend in modern anatomy courses to incorporate non-traditional teaching methods including computer-based imaging and cadaveric plastination (Craig, 2010). In medical education, advances in preservation techniques, plastinated specimen production, and rapidly rising technology have all led to an increase in the use of prosected specimens and multimedia-based methodologies. With regard to exploring, visualizing and comprehending the interrelationships between structures, prosections have been deemed useful (Drake, 2014.

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