“Let's Get Physical”: Advantages of a physical model over 3D computer models and textbooks in learning imaging anatomy

Abstract

Three-dimensional (3D) information plays an important part in medical and veterinary education. Appreciating complex 3D spatial relationships requires a strong foundational understanding of anatomy and mental 3D visualization skills. Novel learning resources have been introduced to anatomy training to achieve this. Objective evaluation of their comparative efficacies remains scarce in the literature. This study developed and evaluated the use of a physical model in demonstrating the complex spatial relationships of the equine foot. It was hypothesized that the newly developed physical model would be more effective for students to learn magnetic resonance imaging (MRI) anatomy of the foot than textbooks or computer-based 3D models. Third year veterinary medicine students were randomly assigned to one of three teaching aid groups (physical model; textbooks; 3D computer model). The comparative efficacies of the three teaching aids were assessed through students' abilities to identify anatomical structures on MR images. Overall mean MRI assessment scores were significantly higher in students utilizing the physical model (86.39%) compared with students using textbooks (62.61%) and the 3D computer model (63.68%) (P < 0.001), with no significant difference between the textbook and 3D computer model groups (P = 0.685). Student feedback was also more positive in the physical model group compared with both the textbook and 3D computer model groups. Our results suggest that physical models may hold a significant advantage over alternative learning resources in enhancing visuospatial and 3D understanding of complex anatomical architecture, and that 3D computer models have significant limitations with regards to 3D learning.

The struggle to understand: exploring medical students' experiences of learning and understanding during a basic science course

“…case seminars with organs and autopsies, seemed to help students develop connections and place the theoretical knowledge in a relevant context. The opportunity to examine organs, visually and tactile, may be important for learning, which has also been found by other researchers (Preece et al 2013, Saltarelli et al 2014). …”

“…Furthermore, tactile experiences seem to be important for learning in medicine. Students seem to learn more when participating in anatomical dissections or using physical anatomical models rather than virtual models (Preece et al 2013, Saltarelli et al 2014. The importance of seeing and touching real organs when learning pathology has also been reported by Weurlander and colleagues (2009).…”

Anatomical models: Don't banish them from the anatomy laboratory yet

“…Why rush forward with blinding speed into a world exclusive to computer-assisted learning tools when there is evidence that the old-fashioned static models work just as well? There is something about anatomical models which provides an important yet elusive key that helps students unlock the door to understanding complex 3D anatomical structures (Khot et al, 2013;Preece et al, 2013). Perhaps it is a simple truth: putting one's hand on an object helps us to know it better.…”

Factors influencing undergraduate students’ acceptance of a haptic interface for learning gross anatomy

“…Physical anatomical models can be explored with sight and touch, and improve spatial anatomical understanding more than textbooks and CAL resources without haptic feedback (Preece et al, 2013). Touch and kinaesthetic sensation through feeling and manipulating real human tissues is available through studying cadavers, prosected specimens, and living human models (McLachlan and Patten, 2006;Dev et al, 2002), and is particularly important for surgical and procedural training (Dev et al, 2002).…”