How medical students learn spatial anatomy

Garg, Amit X.; Norman, Geoff; Sperotable, Lawrence

doi:10.1016/s0140-6736(00)03649-7

Cited by 302 publications

(313 citation statements)

References 4 publications

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“…Recent studies support what is commonly experienced: students have difficulties achieving a conceptual understanding of 3D anatomy based on abstract teaching (Cottam 1999;Miller 2000;Garg et al 2001;Dev et al 2002). Misconceptions about physiological phenomena are persistent and hard to address in education (Michael 1998(Michael , 2002.…”

Section: Specific Educational Problems Concerning Anatomy and Physiologymentioning

confidence: 79%

“…More recently, information technology (IT), and in particular 3D visualization, has improved the possibilities for students to imagine hidden structures and functions, thereby facilitating understanding of complex phenomena. The usefulness of 3D images is well documented (Rosse 1995;Zirkel & Zinkel 1997;Garg et al 2001;Dev 2002;McLachlan et al 2004). Simplification, in order to support student learning, might lead to misconceptions and misunderstandings that are hard to let go (Spiro et al 1989).…”

Section: Specific Educational Problems Concerning Anatomy and Physiologymentioning

confidence: 95%

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Advanced 3D visualization in student-centred medical education

et al. 2008

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Background: Healthcare students have difficulties achieving a conceptual understanding of 3D anatomy and misconceptions about physiological phenomena are persistent and hard to address. 3D visualization has improved the possibilities of facilitating understanding of complex phenomena. A project was carried out in which high quality 3D visualizations using high-resolution CT and MR images from clinical research were developed for educational use. Instead of standard stacks of slices (original or multiplanar reformatted) volume-rendering images in the quicktime VR format that enables students to interact intuitively were included. Based on learning theories underpinning problem based learning, 3D visualizations were implemented in the existing curricula of the medical and physiotherapy programs. The images/films were used in lectures, demonstrations and tutorial sessions. Self-study material was also developed. Aims: To support learning efficacy by developing and using 3D datasets in regular health care curricula and enhancing the knowledge about possible educational value of 3D visualizations in learning anatomy and physiology. Method: Questionnaires were used to investigate the medical and physiotherapy students' opinions about the different formats of visualizations and their learning experiences. Results: The 3D images/films stimulated the students will to understand more and helped them to get insights about biological variations and different organs size, space extent and relation to each other. The virtual dissections gave a clearer picture than ordinary dissections and the possibility to turn structures around was instructive. Conclusions: 3D visualizations based on authentic, viable material point out a new dimension of learning material in anatomy, physiology and probably also pathophysiology. It was successful to implement 3D images in already existing themes in the educational programs. The results show that deeper knowledge is required about students' interpretation of images/films in relation to learning outcomes. There is also a need for preparations and facilitation principles connected to the use of 3D visualizations.

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Section: Specific Educational Problems Concerning Anatomy and Physiologymentioning

confidence: 79%

Section: Specific Educational Problems Concerning Anatomy and Physiologymentioning

confidence: 95%

Advanced 3D visualization in student-centred medical education

et al. 2008

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“…For example, during the observation of a surgery by an expert surgeon, the learner can decide to zoom in to a specific act in order to get a better view of the fine-grained motor skill. Moreover, studies in medical training and visual object recognition in which learners could manipulate 3-D computer visualizations and observe the instructional material from multiple views suggest that control over appearance can be effective (Garg et al 2001;Harman et al 1999;James et al 2002).…”

Section: Control Over Appearancementioning

confidence: 99%

Interactivity in Video-based Models

2007

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In this review we argue that interactivity can be effective in video-based models to engage learners in relevant cognitive processes. We do not treat modeling as an isolated instructional method but adopted the social cognitive model of sequential skill acquisition in which learners start with observation and finish with independent, self-regulated performance. Moreover, we concur with the notion that interactivity should emphasize the cognitive processes that learners engage in when they interact with the learning environment. The four-component instructional design (4C/ID) model is used to define a set of cognitive processes: Elaboration and induction enable learners to construct schemas, whereas compilation and strengthening enable learners to automate these schemas. Pacing, cues, control over appearance, prediction, working in dyads, personalized task selection, and reflection prompts are identified as guidelines that might support learners to interactively construct schemas. Personalized task selection with part-task practice helps learners to interactively automate schemas.Keywords Modeling . Interactivity . Cognitive processes Learning motor skills by observing a model that performs the desired actions and behavior has been a successful and well researched instructional technique for the last 30 years (McCullagh et al. 1989;Wetzel et al. 1994;Wulf and Shea 2002). The current focus on flexibility in task performance and the mastering of complex cognitive skills (Jonassen 1999) has made modeling (i.e., observational learning) relevant to modern learning environments as well. At the same time, rapid developments in computer and software

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“…Recently, it has been demonstrated that visual-spatial ability (VZ) of students greatly affects their performance in a gross anatomy course, with students scoring high on the Mental Rotation test performing better on spatially complex anatomy questions [45]. Since students have different VZ, we, as educators, have the responsibility to consider this variability and appropriately implement pedagogical techniques that facilitate the acquisition of these skills [46][47][48]. It has even been suggested that anatomy teaching should focus on developing those spatial skills that are susceptible to change with experience [49,50].…”

Section: Issn: 2575-7563mentioning

confidence: 99%

Rapid Prototyping: An Educational Extension of Anatomy Coloring Textbooks

2016

J Hum Anat Physiol

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Access to cadaveric specimens, which is dependent on donation and heavy equipment, is still a limiting factor in the study of anatomy. As there are many spatially challenging structures throughout the human body for which physical support is beneficial, new strategies are always needed to implement new interactive teaching techniques to help students more efficiently grasp the complex organization of the human body. In this report, the author reveals the use of rapid prototyping technology to create an innovative and anatomically accurate teaching tool to engage students and help them build threedimensional (3D) mental maps of the human heart. The model consists of polylactic acid (PLA) thermoplastic deposited layer by layer on a platform in a pattern that corresponds to a digital Standard Tessellation Language (.stl) file. Printing a hollow human heart with a 1:1 ratio was rapid (<5 hrs) and affordable (approximatively US$5 per model). Given access to the appropriate printable digital files, students could print their own model and could subsequently paint them appropriately to give them an anatomically correct representation. This studentcentered activity is an extension of the current anatomy coloring textbooks, with the benefit of building an accurate 3D representation of the human body.

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How medical students learn spatial anatomy

Cited by 302 publications

References 4 publications

Advanced 3D visualization in student-centred medical education

Advanced 3D visualization in student-centred medical education

Interactivity in Video-based Models

Rapid Prototyping: An Educational Extension of Anatomy Coloring Textbooks

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