The Effect of 3D Human Anatomy Software on Online Students’ Academic Performance

Abstract

Understanding anatomy is vital to occupational therapy (OT) for clinical success. Anatomy requires comprehending three-dimensional (3D) human structure relationships and student age and learning style differences may affect this understanding. This study examined how 3D anatomy software influenced online OT students' grades among different ages and learning styles. The intervention group had 17 students (mean age 33 ± 8 years) and the control group had 18 students (mean age 32 ± 6 years). Students were categorized above or below the age of 30 and completed a learning style questionnaire at the beginning of the course. To determine the usefulness of the software, the intervention group completed a custom-survey. Independent sample t-tests were used to compare grades between the intervention and control groups. Non-parametric tests were used to compare grades of different ages and learning style groups. The intervention group had higher overall final course grades when compared to the control group, although not statistically significant (p>0.05). Additionally, lecture and laboratory grades were not higher (p>0.05). Most students (82%) reported the use of the anatomy software to be helpful in understanding course concepts. No statistically significant course grade differences were found among the different learning styles or two age groups (p>0.05). In conclusion, intervention group final course grades were higher and the software benefitted all learning styles and both age groups. Thus, OT programs should consider using 3D anatomy software programs to aid in foundational anatomy education.

Exploring Anatomy Coursework and Perceptions of Occupational Therapy Students: A Survey Study

“…This course would serve as a "refresher" course for students to help prepare all students by providing the same information prior to or at the start of their occupational therapy program. An online pedagogical method and environment can be flexible, easily accessible, cost and time effective, allows students to go at their own pace, and allows students to return to the course content as many times as needed (Barillas, 2019;Karp & Gallagher, 2019;Losco et al, 2017;McAlister, 2014;Singh & Min, 2017;White et al, 2018;Yammine & Violato, 2014). Thus, an online course may be a viable solution to implementing a standalone anatomy course into occupational therapy curricula.…”

“…Anatomy involves the identification and study of structures and their spatial interrelationships within the human body (Yammine & Violato, 2014). Anatomical knowledge is considered foundational for safe and competent clinical practice in medical and allied health professions including occupational therapy (Barillas, 2019;Bergman et al, 2011;Dayal et al, 2017;Estai & Bunt, 2016;Schofield, 2017;Sugand et al, 2010;Turney, 2007;Waseem et al, 2018;Yammine & Violato, 2014). Though anatomical knowledge is considered crucial for medical and allied health professional students, there has been a significant decrease in curriculum hours for anatomy courses in these professions over the last several years (Díaz-Mancha et al, 2016;Drake et al, 2009;Lazarus et al, 2012;Yammine, 2014).…”

Efektivitas Media Pembelajaran Anatomi Kadaver Dibandingkan Video Terhadap Pemahaman Neuroanatomi pada Mahasiswa Kedokteran

“…Hal ini menunjukkan bahwa media pembelajaran anatomi kadaver dibandingkan video memiliki efektivitas yang sama terhadap pemahaman neuroanatomi pada mahasiswa kedokteran. Hasil penelitian ini sesuai dengan penelitian sebelumnya yang telah dilakukan Berrios Barillas, R. (2019) pada 35 mahasiswa terapi okupasi menunjukkan bahwa pemahaman anatomi mahasiswa yang menggunakan media anatomy software (video) memberikan hasil lebih tinggi namun tidak signifikan (p = 0.364) dibandingkan menggunakan media tradisional seperti kadaver 3 . Hal ini menunjukkan hasil serupa dengan penelitian yang dilakukan oleh peneliti yaitu tidak ada perbedaan signifikan antara media pembelajaran kadaver dibanding video terhadap pemahaman anatomi subjek penelitian.…”