Support for using a three‐dimensional anatomy application over anatomical atlases in a randomized comparison

Zilverschoon, Marijn; Custers, Eugène J. F. M.; Cate, Olle ten; Kruitwagen, Cas; Bleys, Ronald L. A. W.

doi:10.1002/ase.2110

Cited by 9 publications

(10 citation statements)

References 39 publications

(45 reference statements)

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“…Technologies such as 3D dissection programs, VR, AR, and 3D printing have changed the way that anatomy is communicated (Ma et al, 2016; Papa et al, 2022; Yoo et al, 2021; Zilverschoon et al, 2022). 3D visualization technology has become more popular, and expectations are mounting as it can provide interesting experiences for students that are not possible with existing methods.…”

Section: Discussionmentioning

confidence: 99%

“…However, teaching faculties for anatomy in medical schools still prefer face‐to‐face practice using cadavers, which is considered the most effective method (Franchi, 2020; Papa et al, 2022; Wilhelm et al, 2022). Some of the very few studies that have analyzed the effects of 3D dissection programs found that 3D models of the human body were effective tools for learning human anatomy (Chang et al, 2022; Mahdy & Sayed, 2022; Zilverschoon et al, 2022). The learners in the study by McWatt (2021) placed great value on the continued use of content that enabled anatomy to be visualized in 3D.…”

Section: Discussionmentioning

confidence: 99%

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Distance versus face‐to‐face education of gross anatomy for dental hygiene students: Perceptions and academic achievements of learners

Kim

2023

Clinical Anatomy

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The provision of distance education has increased rapidly over the past few years owing to the COVID‐19 pandemic. The core of gross anatomy distance education is three‐dimensional (3D) visualization of anatomical structures, and the use of simple 3D visualization tools has increased as distance education has become more popular. The purpose of this study was to establish a more effective operation plan in dental hygiene by investigating learners' opinions about distance education of gross anatomy and 3D visualization tools, and by comparing and analyzing their academic achievements. The study involved 250 students and comprised an analysis of 120 students who took a head and neck anatomy class at the Department of Dental Hygiene at D University via distance learning during 2020–2022, and 130 graduates who had completed the class via face‐to‐face learning during 2015–2017. An online survey of 120 of the enrolled students comprised 10 questions asking for opinions on the head and neck anatomy distance learning classes, five questions on the 3D visualization tool, and five on general characteristics. Overall, the learners had positive perceptions of distance education for head and neck anatomy and the 3D visualization tool. Among the education methods compared, they generally preferred blended learning (n = 47, 39.2%). There was a significant preference for the distance learning method of asynchronous classes (n = 86, 94.5%). Analysis of academic achievements according to whether or not distance education was conducted revealed a significantly higher score in the face‐to‐face class group (P < 0.05). A blended learning method can be effective in increasing learner satisfaction and improving academic achievement in gross anatomy classes on dental hygiene. It is suggested that theoretical material should be learned through asynchronous content and knowledge expanded through small‐group activities during face‐to‐face learning. This will help establish a standard model for teaching of gross anatomy in dental hygiene in the postpandemic era.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Distance versus face‐to‐face education of gross anatomy for dental hygiene students: Perceptions and academic achievements of learners

Kim

2023

Clinical Anatomy

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“…Three-dimensional anatomical learning has been shown to be a more effective studying tool compared to 2D technologies. 14 Further, 3D teaching models are noninferior to cadaveric teaching, are often cheaper, and potentially more accessible. [15][16][17] Simple and even complex joint reductions can be performed out of hospital, and studies have shown the relative ease and safety of prehospital joint reductions.…”

Section: Discussionmentioning

confidence: 99%

Application of a Low-cost, High-fidelity Proximal Phalangeal Dislocation Reduction Model for Clinician Training

Lord,

Geary,

Lord

2023

WestJEM

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Introduction: Patients present to the emergency department (ED) relatively commonly with traumatic closed proximal interphalangeal joint (PIPJ) dislocations, an orthopedic emergency. There is a paucity of teaching models and training simulations for clinicians to learn either the closed dislocated dorsal or volar interphalangeal joint reduction technique. We implemented a teaching model to demonstrate the utility of a novel reduction model designed from three-dimensional (3D) printable components that are easy to connect and do not require further machining or resin models to complete. Methods: Students watched a two-minute video and a model demonstration by the authors. Learners including emergency medicine (EM) residents and physician assistant fellows assessed model fidelity, convenience, perceived competency, and observed competency. Results: Seventeen of 21 (81%) participants agreed the model mimicked dorsal and volar PIPJ dislocations. Nineteen of 21 (90%) agreed the model was easy to use, 21/21 (100%) agreed the dorsal PIPJ model and 20/21 (95%) agreed the volar PIPJ model improved their competency. Conclusion:Our 3D-printed, dorsal and volar dislocation reduction model is easy to use and affordable, and it improved perceived competency among EM learners at an academic ED. [West J Emerg Med. 2023;24(5)839-846.]

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“…That the use of anatomical models in teaching can be effective is known from medical education, in which the use of anatomical models has a longstanding tradition (Narang et al, 2021;Talairach-Vielmas, 2014). From studies in this context, it is known that three-dimensional anatomical models -whether plastic models (Smith et al, 2018) or digital threedimensional models (Haque et al, 2021;Nicholson et al, 2006;Zilverschoon et al, 2021) -can have a greater learning effect than two-dimensional representations. However, there is hardly any control group study on the effectiveness of the use of anatomical models in the context of human biology topics in general studies at primary school.…”

Section: Anatomical Models In Science Classmentioning

confidence: 99%

The Effect of Teaching with Anatomical Models in Science Education on Primary School Children s Understanding of Human Organs

Damerau¹,

Beudels²,

Börtitz³

et al. 2022

iejee

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Primary school students often do not have differentiated conceptions of human organs and organ systems. As understanding the inner structure of the human body is an elementary prerequisite for the development of health awareness, appropriate forms of teaching must be developed to modify students’ fragmented preconceptions about the inside of their bodies into scientifically accurate concepts. Anatomical models are considered a medium to raise awareness of organs and their systemic integration; however, only a few studies have investigated their effectiveness in the context of primary school. This intervention study, therefore, examines the effect of anatomical models on the conceptions of inner organs in German primary school students (N = 45) in a pretest, posttest, and follow-up test design with anatomy teaching between pre- and posttests. Concepts were measured using students' drawings in two treatment groups (anatomical models versus anatomical illustrations). While in both treatment groups students' conceptions changed toward more scientific concepts, there was little difference in the changes between the two groups. There were even indications that the students of the control group showed more pronounced increases, for example, in long-term systemic integration of the organs. We discuss the reasons for this and furnish recommendations for effective teaching practices.

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Support for using a three‐dimensional anatomy application over anatomical atlases in a randomized comparison

Cited by 9 publications

References 39 publications

Distance versus face‐to‐face education of gross anatomy for dental hygiene students: Perceptions and academic achievements of learners

Distance versus face‐to‐face education of gross anatomy for dental hygiene students: Perceptions and academic achievements of learners

Application of a Low-cost, High-fidelity Proximal Phalangeal Dislocation Reduction Model for Clinician Training

The Effect of Teaching with Anatomical Models in Science Education on Primary School Children s Understanding of Human Organs

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