Traditional versus three-dimensional teaching of peritoneal embryogenesis: a comparative prospective study

Abid, Bassem; Hentati, N.; Chevallier, Jean‐Marc; Ghorbel, A.; Delmas, V.; Douard, Richard

doi:10.1007/s00276-010-0653-1

Cited by 24 publications

(18 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Moss () reported a double blinded random assignment without specifying who was blinded. Assessor blinding was reported in seven studies (Garg et al, ; Donnelly et al, ; Abid et al, ; Hampton and Sung, ; Venail et al, ). Eight studies reported loss to follow‐up or withdrawals (Nicholson et al, ; Hilbelink, ; Levinson et al, ; Solyar et al, ; Tam et al, ; Codd and Choudhury, ; Fritz et al, ; Naaz, ).…”

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

223

218

View full text Add to dashboard Cite

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.

show abstract

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

223

218

View full text Add to dashboard Cite

show abstract

“…Critically, in view of what is to come, they do not distinguish between simulations that present an image in three dimensions, such as true VR (with a headset), and those that project the image onto a computer screen in two dimensions, while permitting multiple viewpoints and user control. Further, although they found a moderate effect of ‘3DVT’ (an overall effect size of 0.30), the control group ranged from no intervention, chalk drawings, prosection, textbooks and lectures, to ‘2D’ images . Not surprisingly, the review found that there was heterogeneity.…”

Section: Goalsmentioning

confidence: 95%

“…Not surprisingly, the review found that there was heterogeneity. Closer inspection of individual studies showed that the studies with the highest effect size (ES) used comparisons that differed in substantive ways from the 3DVT: chalk drawings (ES = 1.65), CT slices (ES = 1.47), and nothing [ES = 1.54]).…”

Section: Goalsmentioning

confidence: 99%

The superiority of three‐dimensional physical models to two‐dimensional computer presentations in anatomy learning

et al. 2018

View full text Add to dashboard Cite

Background Although several studies (Anat Sci Educ, 8 [6], 525, 2015) have shown that computer‐based anatomy programs (three‐dimensional visualisation technology [3DVT]) are inferior to ordinary physical models (PMs), the mechanism is not clear. In this study, we explored three mechanisms: haptic feedback, transfer‐appropriate processing and stereoscopic vision. Methods The test of these hypotheses required nine groups of 20 students: two from a previous study (Anat Sci Educ, 6 [4], 211, 2013) and seven new groups. (i) To explore haptic feedback from physical models, participants in one group were allowed to touch the model during learning; in the other group, they could not; (ii) to test ‘transfer‐appropriate processing’ (TAP), learning ( PM or 3DVT) was crossed with testing (cadaver or two‐dimensional display of cadaver); (iii) finally, to examine the role of stereo vision, we tested groups who had the non‐dominant eye covered during learning and testing, during learning, or not at all, on both PM and 3DVT. The test was a 15‐item short‐answer test requiring naming structures on a cadaver pelvis. A list of names was provided. Results The test of haptic feedback showed a large advantage of the PM over 3DVT regardless of whether or not participants had haptic feedback: 67% correct for the PM with haptic feedback, 69% for PM without haptic feedback, versus 41% for 3DVT (p < 0.0001). In the study of TAP, the PM had an average score of 74% versus 43% for 3DVT (p < 0.0001) regardless of two‐dimensional versus three‐dimensional test outcome. The third study showed that the large advantage of the PM over 3DVT (28%) with binocular vision nearly disappeared (5%) when the non‐dominant eye was covered for both learning and testing. Conclusions A physical model is superior to a computer projection, primarily as a consequence of stereoscopic vision with the PM. The results have implications for the use of digital technology in spatial learning.

show abstract

“…For example, inexperienced surgeons have exhibited significant and rapid improvement in surgical skills when trained with virtual reality simulation (Aggarwal et al, ; Lerner et al, ; Cho et al, ; Vaccaro et al, ). Likewise, students taught with video or computerized 3D modeling technologies demonstrate higher achievement measures than students taught with visualizations of 2D notes (Nicholson et al, ; Saxena et al, ; Abid et al, ). Similar positive correlations between 3D technology usage and improved learning outcomes were observed in a literature review of 609 studies (Cook et al, ).…”

Section: Introductionmentioning

confidence: 99%

Analysis of traditional versus three‐dimensional augmented curriculum on anatomical learning outcome measures

Peterson

Mlynarczyk

2016

Anatomical Sciences Ed

110

View full text Add to dashboard Cite

This study examined whether student learning outcome measures are influenced by the addition of three-dimensional and digital teaching tools to a traditional dissection and lecture learning format curricula. The study was performed in a semester long graduate level course that incorporated both gross anatomy and neuroanatomy curricula. Methods compared student examination performance on material taught using lecture and cadaveric dissection teaching tools alone or lecture and cadaveric dissection augmented with computerized three-dimensional teaching tools. Additional analyses were performed to examine potential correlations between question difficulty and format, previous student performance (i.e., undergraduate grade point average), and a student perception survey. The results indicated that students performed better on material in which three-dimensional (3D) technologies are utilized in conjunction with lecture and dissection methodologies. The improvement in performance was observed across the student population primarily on laboratory examinations. Although, student performance was increased, students did not perceive that the use of the additional 3D technology significantly influenced their learning. The results indicate that the addition of 3D learning tools can influence long-term retention of gross anatomy material and should be considered as a beneficial supplement for anatomy courses. Anat Sci Educ 9: 529-536. © 2016 American Association of Anatomists.

show abstract

Traditional versus three-dimensional teaching of peritoneal embryogenesis: a comparative prospective study

Cited by 24 publications

References 14 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

The superiority of three‐dimensional physical models to two‐dimensional computer presentations in anatomy learning

Analysis of traditional versus three‐dimensional augmented curriculum on anatomical learning outcome measures

Contact Info

Product

Resources

About