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Introduction
Labeling anatomical structures and illustrations in
a prescribed sequence appear to have a great impact on the (1) learning
rate and (2) comprehension of the relationship of anatomical structures.
References related to a prescribed anatomical sequence and subsequent learning
rates have not yet been clearly established. However, there are some
examples of a prescribed sequence labeling method (PSLM) for organs
([7];
[11]), the anatomical body wall, and
the scrotal sac as well as somatic tissues of the head
([10]).
The prescribed sequence approach to learning appears to amplify a student's
comprehension in other science fields. Algorithms, a prescribed sequence
of steps to arrive at the correct answer, has shown a significant improvement
in comprehension of physics problems
([8]).
Students learn at an accelerated rate and immediately grasp relationships
of adjacent features / structures from PSLM of anatomical specimens than
from similar randomly labeled materials
([4]).
The purpose of this study is to determine what impact the PSLM has on
the rate of learning of anatomical structures as well as their relationship
to one another.
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