Teaching on Three-Dimensional Presentation Does Not Improve the Understanding of According CT Images: A Randomized Controlled Study

Metzler, Rebecca A.; Stein, Daniel; Tetzlaff, Ralf; Brückner, Thomas; Meinzer, Hans Peter; Büchler, Markus W.; Kadmon, Martina; Müller‐Stich, Beat P.; Fischer, Lars

doi:10.1080/10401334.2012.664963

Cited by 21 publications

(10 citation statements)

References 22 publications

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“…An intention to treat analysis was conducted in only one study (Naaz, ). Power analyses anticipating the needed sample size to detect significant differences between groups' means providing a power of 80% at α = 0.05 were conducted in six studies (Nicholson et al, ; Hilbelink, ; Hampton and Sung, ; Metzler et al, ; Pahuta et al, ; Tan et al, ). Procedures to assess possible bias were not applied systematically applied across studies.…”

Section: Resultsmentioning

confidence: 99%

A meta‐analysis of the educational effectiveness of three‐dimensional visualization technologies in teaching anatomy

Yammine

Violato

2014

Anatomical Sciences Ed

238

224

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Many medical graduates are deficient in anatomy knowledge and perhaps below the standards for safe medical practice. Three-dimensional visualization technology (3DVT) has been advanced as a promising tool to enhance anatomy knowledge. The purpose of this review is to conduct a meta-analysis of the effectiveness of 3DVT in teaching and learning anatomy compared to all teaching methods. The primary outcomes were scores of anatomy knowledge tests expressed as factual or spatial knowledge percentage means. Secondary outcomes were perception scores of the learners. Thirty-six studies met the inclusion criteria including 28 (78%) randomized studies. Based on 2,226 participants including 2,128 from studies with comparison groups, 3DVTs (1) resulted in higher (d = 0.30, 95%CI: 0.02-0.62) factual knowledge, (2) yielded significant better results (d = 0.50, 95%CI: 0.20-0.80) in spatial knowledge acquisition, and (3) produced significant increase in user satisfaction (d = 0.28, 95%CI = 0.12-0.44) and in learners' perception of the effectiveness of the learning tool (d = 0.28, 95%CI = 0.14-0.43). The total mean scores (out of five) and ±SDs for QUESTS's Quality and Strength dimensions were 4.38 (±SD 1.3) and 3.3 (±SD 1.7), respectively. The results have high internal validity, for the improved outcomes of 3DVTs compared to other methods of anatomy teaching. Given that anatomy teaching and learning in the modern medical school appears to be approaching a crisis, 3DVT can be a potential solution to the problem of inadequate anatomy pedagogy.

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Section: Resultsmentioning

confidence: 99%

A meta‐analysis of the educational effectiveness of three‐dimensional visualization technologies in teaching anatomy

Yammine

Violato

2014

Anatomical Sciences Ed

238

224

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“…One goal of the research at our department is dedicated to the question of how to improve the identification of surgical liver anatomy [2,3,12-15]. As stated above, 3D presentations are considered to be superior in the identification of complex 3D structures.…”

Section: Introductionmentioning

confidence: 99%

Regular three-dimensional presentations improve in the identification of surgical liver anatomy – a randomized study

et al. 2013

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BackgroundThree-dimensional (3D) presentations enhance the understanding of complex anatomical structures. However, it has been shown that two dimensional (2D) “key views” of anatomical structures may suffice in order to improve spatial understanding. The impact of real 3D images (3Dr) visible only with 3D glasses has not been examined yet. Contrary to 3Dr, regular 3D images apply techniques such as shadows and different grades of transparency to create the impression of 3D.This randomized study aimed to define the impact of both the addition of key views to CT images (2D+) and the use of 3Dr on the identification of liver anatomy in comparison with regular 3D presentations (3D).MethodsA computer-based teaching module (TM) was used. Medical students were randomized to three groups (2D+ or 3Dr or 3D) and asked to answer 11 anatomical questions and 4 evaluative questions. Both 3D groups had animated models of the human liver available to them which could be moved in all directions.Results156 medical students (57.7% female) participated in this randomized trial. Students exposed to 3Dr and 3D performed significantly better than those exposed to 2D+ (p < 0.01, ANOVA). There were no significant differences between 3D and 3Dr and no significant gender differences (p > 0.1, t-test). Students randomized to 3D and 3Dr not only had significantly better results, but they also were significantly faster in answering the 11 anatomical questions when compared to students randomized to 2D+ (p < 0.03, ANOVA). Whether or not “key views” were used had no significant impact on the number of correct answers (p > 0.3, t-test).ConclusionThis randomized trial confirms that regular 3D visualization improve the identification of liver anatomy.

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“…Since this is a novel approach within the field of histology education, little has been published on its pedagogical value. Previous studies have examined the effects of 3D representation of anatomical structures on students' ability to interpret 2D cross‐sectional images, such as CT scans (Estevez et al, ; Metzler et al, ; Ruisoto et al, ). Metzler et al investigated whether a 3D presentation of the Couinaud liver segments in a teaching module would improve student's understanding of the corresponding 2D CT scans (Metzler et al, ).…”

Section: Discussionmentioning

confidence: 99%

“…Previous studies have examined the effects of 3D representation of anatomical structures on students' ability to interpret 2D cross‐sectional images, such as CT scans (Estevez et al, ; Metzler et al, ; Ruisoto et al, ). Metzler et al investigated whether a 3D presentation of the Couinaud liver segments in a teaching module would improve student's understanding of the corresponding 2D CT scans (Metzler et al, ). The participants were divided into a 2D group, who were given a teaching module with only a series of consecutive transverse CT scans, and a 3D group, who were provided with the 2D teaching module with an accompanying 3D model based on the 2D scans.…”

Section: Discussionmentioning

confidence: 99%

“…It is suggested that 3D visualization allows learners to form a more accurate representation of structures and the spatial relationship between them (Ruisoto et al, ). Since the learner does not need to create a mental 3D representation, more cognitive resources are available for learning the material of interest (Metzler et al, , Chung et al, ). The virtual 3D model of the renal corpuscle model allows for incorporation of both the 2D histological images and the 3D model into an interactive learning tool.…”

Section: Discussionmentioning

confidence: 99%

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The development of a virtual 3D model of the renal corpuscle from serial histological sections for E‐learning environments

Roth¹,

Wilson

Sandig

2015

Anatomical Sciences Ed

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Histology is a core subject in the anatomical sciences where learners are challenged to interpret two-dimensional (2D) information (gained from histological sections) to extrapolate and understand the three-dimensional (3D) morphology of cells, tissues, and organs. In gross anatomical education 3D models and learning tools have been associated with improved learning outcomes, but similar tools have not been created for histology education to visualize complex cellular structure-function relationships. This study outlines steps in creating a virtual 3D model of the renal corpuscle from serial, semi-thin, histological sections obtained from epoxy resin-embedded kidney tissue. The virtual renal corpuscle model was generated by digital segmentation to identify: Bowman's capsule, nuclei of epithelial cells in the parietal capsule, afferent arteriole, efferent arteriole, proximal convoluted tubule, distal convoluted tubule, glomerular capillaries, podocyte nuclei, nuclei of extraglomerular mesangial cells, nuclei of epithelial cells of the macula densa in the distal convoluted tubule. In addition to the imported images of the original sections the software generates, and allows for visualization of, images of virtual sections generated in any desired orientation, thus serving as a "virtual microtome". These sections can be viewed separately or with the 3D model in transparency. This approach allows for the development of interactive e-learning tools designed to enhance histology education of microscopic structures with complex cellular interrelationships. Future studies will focus on testing the efficacy of interactive virtual 3D models for histology education.

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Teaching on Three-Dimensional Presentation Does Not Improve the Understanding of According CT Images: A Randomized Controlled Study

Abstract: This randomized controlled study shows that correct interpretation of 2D imaging does not differ in students trained with either 3D or 2D.

Cited by 21 publications

References 22 publications

A meta‐analysis of the educational effectiveness of three‐dimensional visualization technologies in teaching anatomy

A meta‐analysis of the educational effectiveness of three‐dimensional visualization technologies in teaching anatomy

Regular three-dimensional presentations improve in the identification of surgical liver anatomy – a randomized study

The development of a virtual 3D model of the renal corpuscle from serial histological sections for E‐learning environments

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