106 - A Comparison of Pasifika and New Zealand European Students’ Visual Attention to Anatomical Images

Poster Board Number: 106
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Odd poster #s – first hour
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Co-authors:

Yusuf Cakmak - Anatomy - University of Otago; Latika Samalia - University of Otago; Erik Wibowo - University of Otago

Abstract Body : Introduction and Objective




In New Zealand institutions, there is a growing number of Pasifika students who take anatomy courses. However, there is an overrepresentation of underachievement and course dropout among Pasifika students in anatomy courses. Anatomy education includes topics that are considered tapu (taboo/sacred) in Pacific cultures, and thus may affect Pacific Islands students learning experience. Here, we aim to determine if there is ethnic difference in the visual attention to anatomical images between New Zealand European (NZE) and Pasifika students.









Methods:




Using a pair of eye-trackers (Tobii eye-trackers wireless glass II, Sweden), we collected data on visual attention to anatomical images between 31 NZE and 31 Pasifika anatomy students. Participants were presented with a PowerPoint slide that featured 17 distinct anatomical regions of the body, with each region displaying three types of anatomical images (cadaver, plastic model and surface anatomy). The number of total fixations, first-second fixations, and latencies to each type of images were compared based on ethnicities using t-test.









Results




Preliminary analyses on 20 participants (10 of each ethnicity, 14 female and 6 male) showed that NZE students had significantly a higher total fixation on the surface anatomy female perineum (P = .04, d = 1.02) and plastic model for the femoral triangle (P = .02, d = 1.14) than Pasifika students. In contrast, Pasifika students had significantly a higher number of first-second fixations on a plastic model of the gluteal region than NZE students (P = .04, d = 1.01). Additionally, there was a significantly longer latency to fixate on to the image of cadaver’s female genitalia (P = .03, d = 1.06) in Pasifika than in NZE students.









Conclusion




Our preliminary finding provides valuable insights into comfort variations (indicated by objective visual attention) across cultural backgrounds for viewing specific anatomical regions.









Significance/Implication




Findings from this study highlight the importance of considering cultural factors in anatomy education; i.e., students of different cultures may not have the same comfort in seeing anatomical images. These findings have implications for designing teaching delivery methods that cater to the needs of students of diverse background. Such a method may help improve students’ learning experience in anatomy education.









Funding




Department of Anatomy, University of Otago