Knowledge, attitude and usage of medical animations as a complementary learning resource by undergraduates at Makerere University College of Health Sciences
Background: A medical animation is a short educational film, usually based around medical topic rendered using three-dimensional computer graphics. It evolved from the field of realistic medical illustrations such as those created by Andrea Vesalius and became viable for medical use in the 1960s. Its main uses in learning are supporting the visualization and mental representation process. Objective The objective of this study was to assess knowledge, attitude and usage of medical animations as a complementary learning resource by undergraduates at MakCHS. Methods: This was a cross sectional descriptive study that employed mixed methods for data collection. It was carried out among first and second year undergraduate students within Makerere University in the 2016/17 academic year, between May and October 2016. A survey consisting of semi structured, self-administered questionnaires collected quantitative data from 229 students and, 23 individuals participated in the four focus group discussions. Quantitative data was entered using Epi-data 3.02 and exported to STATA 12 for analysis. Frequencies and proportions were obtained to describe the data. Logistic regression analysis was done to establish association between independent and dependent variables at 95% confidence interval and 0.05 level of significance. Qualitative data was collected through focus group discussions, transcribed and later coded into common subthemes and subsequently, into themes. It was analyzed under interpretivism approach. Results: Majority of the participants (58.1%) were males, 42.8% were aged 21-23 with a mean age of 22.7 (SD 3.8) years. More than half of the participants 53.3% were studying MBChB. Majority of the participants (79.5%) had ever heard about medical animations while, only 56.8% of the participants were knowledgeable. A significant number 91.3% of participants had a positive attitude towards medical animations. The main independent variables for use of medical animations were knowledge (Adj OR=0.33 ; 95% CI=0.18-0.62) and attitude (Adj OR=0.19; 95% CI=0.06-0.58). Whereas the major source of information about medical animations was lecturers, colleagues from other universities were the main source of medical animations. Conclusion: This study reveals that half of the participants are knowledgeable about medical animations. A significant number of participants have a positive attitude towards medical animations and have ever used them in their complementary learning. Main independent variables for use of medical animations are knowledge and attitude. Almost all participants 223/229 recommend usage of the resource.