Web Anatomy is a comprehensive set of quizes. Web Anatomy is a user-friendly, uncluttered, and helpful interactive site for college students. The topics are organized in a similar manner to any college A&P textbook. Additionally there are pages quizing terminology for medical professions and other medical terminology. The common theme of each page is a set of interactive quizzes, generally 10 questions each with a list of choices provided. It is a combination of multiple choice and matching, in the sense that generally the list of choices for each of the 10 questions of a given set is the same, and answers are used only once. Quizzes are graded and correct answers are provided. Quiz questions are based on diagrams, photomicrographs, or cadaver photographs, or are conceptual. Some pages also have short essays for which students must fill in missing terms, selected from a list. Some pages (albeit a limited number) allow the student to choose level of difficulty of the quizzes.
The main objective of this site is to provide the user with a self-assessment of learning that has already taken place. Exceptions include lists of roots, prefixes, and suffixes commonly used in medical terminology.
Learning basic terminology of anatomical structures through drill and practice.
Target Student Population:
This site could be for a large range of student audiences beginning with high school and advancing into med school and graduate studies. The main target is lower-division undergraduate students.
Prerequisite Knowledge or Skills:
Basic understanding of anatomy and physiology.
Type of Material:
In-class quizes or as a study guide for students to use on their own.
None, for the site in general. At least one animation in Web Anatomy requires Quicktime. Some outside links require Java or Shockwave.
Evaluation and Observation
An incredible collection of quizes that covers an entire anatomy course.
Excellent design of quizzes. Each is short, usually 10 questions. Student gets immediate feedback on performance, and is shown the correct answers.
Pages are well-designed and uncluttered. For each organ system, Dr. Jensen has chosen appropriate, interesting, and/or entertaining illustrations to head that system?s main page.
Some of the animations were dark. No guidance was provided for improving the quality.
Some of the histology images were really too small. A zoom feature would greatly improve these pictures.
Some errors in spelling were noted.
One quiz was graded incorrectly ? it reported 9 out of 10 correct, but all 10 answers it listed as correct matched the answers provided. I completed maybe 10% of the quizzes and only noticed this one error.
Some questions/answers have been mismarked.
The variety of answers and level of difficulty stayed pretty much the same from quiz to quiz. The terminology quizes have a level of difficulty based on the number of choices that are provided to the student. But this doesn't necessarily promote learning, but rather memorization skills.
Potential Effectiveness as a Teaching Tool
Lots of options for instructor and students to draw upon.
The essays are probably the most effective in developing understanding. The multiple choice quizzes are most effective in checking knowledge already acquired.
The photomicrographs and animations are helpful.
Quizes are a bit repetitive.
Quizes provide the correct answers, but do not offer explanations or resources for students to go back and learn. It seems to become a memorization game rather than learning the concepts of form matching function.
More essays should be developed; for most pages/organ systems,
there weren't any.
Ease of Use for Both Students and Faculty
Fairly easy to navigate.
The layout of the quizzes was okay. The student?s answers are shown aligned with correct answers after quiz is graded.
Animations ran smoothly.
Back keys or Menu keys on each page would be helpful. The navigation back to subject areas was not consistent, sometimes the user could return to the subject area, other times they are forced to return to the Web Anatomy home page and then reenter the subject page of interest.
The user has to scroll down several pages to see the graded quiz results. The student?s answers are reposted with the opportunity to change answers if desired. However, without the diagram or questions provided at this step, it isn?t much of an opportunity for the student to review their answers.
Results would be easier to interpret if incorrect answers were marked for the student with color or an arrow or something. Instead, the student is informed of how many has been missed, but then has to look at each set of answers (students and key) to find the error.