3D Anatomy Models and Impact on Learning: A Review of the Quality of the Literature

Azer, Samy A.; Azer, Sarah

doi:10.1016/j.hpe.2016.05.002

Cited by 159 publications

(170 citation statements)

References 48 publications

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“…Anatomy textbooks and atlases provide limited benefit with regards to 3D visualization of structures as they present static 2D images (Langlois et al, ). The visual‐spatial ability to mentally manipulate a 3D structure and recognize its features is becoming increasingly important as time with appropriate anatomical models is reduced and reliance on 2D images is increased (Azer and Azer, ). In a recent review of available studies of 3D anatomical models, Azer and Azer () failed to identify clear benefits of 3D models over traditional teaching methods using 2D representations.…”

Section: Discussionmentioning

confidence: 99%

“…The visual‐spatial ability to mentally manipulate a 3D structure and recognize its features is becoming increasingly important as time with appropriate anatomical models is reduced and reliance on 2D images is increased (Azer and Azer, ). In a recent review of available studies of 3D anatomical models, Azer and Azer () failed to identify clear benefits of 3D models over traditional teaching methods using 2D representations. While some studies showed better outcomes using traditional teaching, other showed benefits using the 3D models.…”

Section: Discussionmentioning

confidence: 99%

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Development and Assessment of a Three‐Dimensional Tooth Morphology Quiz for Dental Students

Lone

Vagg

Theocharopoulos

et al. 2018

Anatomical Sciences Ed

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Tooth morphology has a pivotal role in the dental curriculum and provides one of the important foundations of clinical practice. To supplement tooth morphology teaching a three‐dimensional (3D) quiz application (app) was developed. The 3D resource enables students to study tooth morphology actively by selecting teeth from an interactive quiz, modify their viewpoint and level of zoom. Additionally, students are able to rotate the tooth to obtain a 3D spatial understanding of the different surfaces of the tooth. A cross‐over study was designed to allow comparison of students’ results after studying with the new application or traditionally with extracted/model teeth. Data show that the app provides an efficient learning tool and that students’ scores improve with usage (18% increase over three weeks, P < 0.001). Data also show that student assessment scores were correlated with scores obtained while using the app but were not influenced by the teaching modality initially accessed (r2 = 0.175, P < 0.01). Comparison of the 2016 and 2017 class performance shows that the class that had access to the app performed significantly better on their final tooth morphology assessment (68.0% ±15.0 vs. 75.3% ±13.4, P < 0.01). Furthermore, students reported that the 3D application was intuitive, provided useful feedback, presented the key features of the teeth, and assisted in learning tooth morphology. The 3D tooth morphology app thus provides students with a useful adjunct teaching tool for learning dental anatomy. Anat Sci Educ 00: 000–000. © 2018 American Association of Anatomists.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Development and Assessment of a Three‐Dimensional Tooth Morphology Quiz for Dental Students

Lone

Vagg

Theocharopoulos

et al. 2018

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…Based on this principle, it can be presumed that learning in a virtual environment would be a type of contrived experience simulated in a virtual world where the user is actively performing tasks and essentially learning by doing. However, based on the results from previous studies (Azer & Azer, 2016;Berney, Betrancourt, Molinari, & Hoyek, 2015;Codd & Choudhury, 2011;Hu et al, 2009;Keedy et al, 2011;Kockro et al, 2015) there was no significant improvement in the results of students that studied anatomy in 3D environment in comparison to a 2D environment. The reason for these results could be either due to the lack of realism to simulate a contrived experience or due to a poor anatomical model.…”

Section: Introductionmentioning

confidence: 94%

Virtualisation devices for student learning: Comparison between desktop-based (Oculus Rift) and mobile-based (Gear VR) virtual reality in medical and health science education

Moro

Štromberga

Stirling

2017

AJET

131

103

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Consumer-grade virtual reality has recently become available for both desktop and mobile platforms and may redefine the way that students learn. However, the decision regarding which device to utilise within a curriculum is unclear. Desktop-based VR has considerably higher setup costs involved, whereas mobile-based VR cannot produce the quality of environment due to its limited processing power. This study aimed to compare performance in an anatomical knowledge test between two virtual reality headsets, the Oculus Rift and Gear VR, as well as to investigate student perceptions and adverse health effects experienced from their use. An identical lesson on spine anatomy was presented to subjects using either the Oculus Rift or Gear VR, with no significant differences observed in test scores from participants using either device, with both groups answering 60% of the questions correctly. However, 40% of participants experienced significantly higher rates of nausea and blurred vision when using the Gear VR (P < 0.05). It was established that the more cost effective mobile-based VR was just as suitable for teaching isolated-systems than the more expensive desktop-based VR. These outcomes show great promise for the effective use of mobile-based virtual reality devices in medical and health science education.

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“…The analysis of scientific literature has shown that the set of such technologies is limited. 3D-technology is often used to study human anatomy in medical schools (Azer, Azer, 2016;Nikonorova, 2013;Ratova et al, 2012). S.A. Azer and S. Azer noted that the spatial visualization of the anatomical structure of the human with the use of 3D-technology is required for teaching of the discipline and allows students to understand the dynamic aspects of the functioning of organs and systems.…”

Section: D-technology In Educationmentioning

confidence: 99%

Improvement of Methodology of Teaching Natural Science for Students with Intellectual Disabilities by Means of 3D-Graphics

2017

European Journal of Contemporary Education

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At the present stage of the development of education of persons with disabilities ways of enhancing the effectiveness of training students with intellectual disabilities undergo active research. One means of improving the efficiency and further upgrading of teaching methods is information technology. The article gives an example of improvement of methodology of teaching natural science through such information technologies as 3D-graphics. The authors assume that including animated 3D graphics in the computer educational technology, increases the level of assimilation of material by students with intellectual disabilities. The authors have developed lecture notes using the designed computer program and test tasks for the Biology course, examples of which are presented in the article. Statistical analysis of the results of testing students after the lesson and of deferred testing in 9 topics of the Biology course allowed to establish that the learning material is assimilated more intensely by students with intellectual disabilities when using 3D graphics in the learning process rather than without using it.

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3D Anatomy Models and Impact on Learning: A Review of the Quality of the Literature

Cited by 159 publications

References 48 publications

Development and Assessment of a Three‐Dimensional Tooth Morphology Quiz for Dental Students

Development and Assessment of a Three‐Dimensional Tooth Morphology Quiz for Dental Students

Virtualisation devices for student learning: Comparison between desktop-based (Oculus Rift) and mobile-based (Gear VR) virtual reality in medical and health science education

Improvement of Methodology of Teaching Natural Science for Students with Intellectual Disabilities by Means of 3D-Graphics

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