The role of three-dimensional information in health care and medical education: The implications for anatomy and dissection

Marks, Sandy C.

doi:10.1002/1098-2353(2000)13:6<448::aid-ca10>3.0.co;2-u

Cited by 100 publications

(50 citation statements)

References 39 publications

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“…Scientific evidence has established that stimulation of IM is the cornerstone of any learning endeavor (Marks, 2000;Kerfoot, 2003;van Loon et al, 2018). However, it is a daunting task considering the generational nonconformities between educators and students (Bronson, 2016;Ma et al, 2018).…”

Section: Challenges Of Present-day Health Care Educationmentioning

confidence: 99%

“…As already mentioned, the nature and extent of development of IM is a crucial factor in the training and teaching of millennial students (Marks, 2000;Archer, 2010;Andreou et al, 2014;Zielezinski and Karlowski, 2015). Since IM is an energizing behavior that comes from within an individual (Younan, 2016;Everson et al, 2018) and out of free will (Bronson, 2016;van Loon et al, 2018), it can only develop due to an inherent interest in the activity at hand (Felder and Spurlin, 2005;Augustyniak et al, 2016;Tai et al, 2016;Rothmaler et al, 2017).…”

Section: Stimulating Intrinsic Motivation In Millennial Studentsmentioning

confidence: 99%

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Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

Chaudhuri

2019

Anatomical Sciences Ed

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There has been a fundamental change in health care pedagogy to address the demands and challenges posed by the present generation of millennial students. There is also a growing recognition of the role of intrinsic motivation as a catalyst in a positive learning experience. The term intrinsic motivation refers to energizing behavior that comes from within an individual and develops due to an inherent interest in the activity at hand. However, stimulating intrinsic motivation in the present generation of millennial health care students is a daunting task, considering their diverse and disparate nature. In addition, the inherent generational differences between educators and students, and an increasing emphasis on technological tools have resulted in a dichotomy in the educational environment leading to the development of a greater incidence of burnouts among students. Hence, numerous innovative techniques have been introduced in health care education to enhance the levels of intrinsic motivation in these students. Unfortunately, most of these approaches have only been moderately successful due to their limited ability to address the unique educational expectations of millennial students. The cumulative evidence suggests that specific approaches to stimulate intrinsic motivation should aim at nurturing the learning efforts of students, bridging the generational barriers between educators and students, and ameliorating the stress associated with health care education. Hence, the specific aim of this narrative review is to suggest empirically proven curricular strategies and institutional reforms to enhance intrinsic motivation in health care students belonging to the Millennial Generation.

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Section: Challenges Of Present-day Health Care Educationmentioning

confidence: 99%

Section: Stimulating Intrinsic Motivation In Millennial Studentsmentioning

confidence: 99%

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

Chaudhuri

2019

Anatomical Sciences Ed

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“…unimodal or multimodal, influence the neural mechanism of processing and coordination? How does multimodal learning enhance insight into three dimensional proportions such as in human anatomy (Marks 2000)? Which neocortical areas are involved in schema consolidation and in which hierarchy (Miyashita 2004; Wang and Morris 2010)?…”

Section: Opportunities For Medical Education and Medical Education Rementioning

confidence: 99%

How to achieve synergy between medical education and cognitive neuroscience? An exercise on prior knowledge in understanding

Ruiter

Kesteren

Fernández

2010

Adv in Health Sci Educ

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A major challenge in contemporary research is how to connect medical education and cognitive neuroscience and achieve synergy between these domains. Based on this starting point we discuss how this may result in a common language about learning, more educationally focused scientific inquiry, and multidisciplinary research projects. As the topic of prior knowledge in understanding plays a strategic role in both medical education and cognitive neuroscience it is used as a central element in our discussion. A critical condition for the acquisition of new knowledge is the existence of prior knowledge, which can be built in a mental model or schema. Formation of schemas is a central event in student-centered active learning, by which mental models are constructed and reconstructed. These theoretical considerations from cognitive psychology foster scientific discussions that may lead to salient issues and questions for research with cognitive neuroscience. Cognitive neuroscience attempts to understand how knowledge, insight and experience are established in the brain and to clarify their neural correlates. Recently, evidence has been obtained that new information processed by the hippocampus can be consolidated into a stable, neocortical network more rapidly if this new information fits readily into a schema. Opportunities for medical education and medical education research can be created in a fruitful dialogue within an educational multidisciplinary platform. In this synergetic setting many questions can be raised by educational scholars interested in evidence-based education that may be highly relevant for integrative research and the further development of medical education.

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“…Medical information technology has influenced the medical profession during the last decade and will continue to make advances. For example, 3-dimensional (3D) presentation of information is being increasingly used in medical education and health care [3]. …”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of an Interactive 3-Dimensional Computer Graphics Model for Medical Education

Battulga¹,

Konishi²,

Tamura³

et al. 2012

Interact J Med Res

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BackgroundMedical students often have difficulty achieving a conceptual understanding of 3-dimensional (3D) anatomy, such as bone alignment, muscles, and complex movements, from 2-dimensional (2D) images. To this end, animated and interactive 3-dimensional computer graphics (3DCG) can provide better visual information to users. In medical fields, research on the advantages of 3DCG in medical education is relatively new.ObjectiveTo determine the educational effectiveness of interactive 3DCG.MethodsWe divided 100 participants (27 men, mean (SD) age 17.9 (0.6) years, and 73 women, mean (SD) age 18.1 (1.1) years) from the Health Sciences University of Mongolia (HSUM) into 3DCG (n = 50) and textbook-only (control) (n = 50) groups. The control group used a textbook and 2D images, while the 3DCG group was trained to use the interactive 3DCG shoulder model in addition to a textbook. We conducted a questionnaire survey via an encrypted satellite network between HSUM and Tokushima University. The questionnaire was scored on a 5-point Likert scale from strongly disagree (score 1) to strongly agree (score 5).ResultsInteractive 3DCG was effective in undergraduate medical education. Specifically, there was a significant difference in mean (SD) scores between the 3DCG and control groups in their response to questionnaire items regarding content (4.26 (0.69) vs 3.85 (0.68), P = .001) and teaching methods (4.33 (0.65) vs 3.74 (0.79), P < .001), but no significant difference in the Web category. Participants also provided meaningful comments on the advantages of interactive 3DCG.ConclusionsInteractive 3DCG materials have positive effects on medical education when properly integrated into conventional education. In particular, our results suggest that interactive 3DCG is more efficient than textbooks alone in medical education and can motivate students to understand complex anatomical structures.

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The role of three-dimensional information in health care and medical education: The implications for anatomy and dissection

Cited by 100 publications

References 39 publications

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

How to achieve synergy between medical education and cognitive neuroscience? An exercise on prior knowledge in understanding

The Effectiveness of an Interactive 3-Dimensional Computer Graphics Model for Medical Education

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