INTRODUCTION: Anatomy teaching is newly boosted by the development of interactive three-dimensional (3D) teaching techniques. Nevertheless, their superiority as teaching aids has never been demonstrated. The aim of this study was to compare 3D and traditional chalk teaching efficiency in terms of student memorization concerning peritoneal embryogenesis. MATERIALS AND METHODS: 165 students from the Faculties of Medicine of Sfax (Tunisia) (n = 81) and of Paris-Descartes (France) (n = 84) were taught peritoneal embryogenesis either via a 3D technique (interactive DVD ROM) (3D group, n = 85) or via the traditional chalk technique (CL group, n = 80). Both groups were subjected to an evaluation test including 34 questions distributed in six chapters at the end of the course. RESULTS: The overall rate of correct answers was higher in the 3D group (65.12 +/- 14.88 vs. 49.33 +/- 16.17%, p < 0.001). It was the same for five of the six chapters of questions excluding the chapter concerning the clinical implications (p = 0.06). There was no significant difference between 3D and CL groups regarding the 20 questions focusing on static phenomena (64.52 +/- 27.10 vs. 58.87 +/- 23.67%, p = 0.24), but the rate of correct answers was higher in the 3D group for the 14 questions focusing on dynamic phenomena (65.96 +/- 20.97 vs. 28.17 +/- 24.40%, p < 0.001). CONCLUSION: The 3D technique is significantly more efficient than the traditional chalk technique for the teaching of peritoneal embryogenesis in terms of short-term memorization and particularly for the assimilation of dynamic phenomena. Medium-term and long-term studies are needed to demonstrate that this benefit has a long-lasting impact.
INTRODUCTION: Anatomy teaching is newly boosted by the development of interactive three-dimensional (3D) teaching techniques. Nevertheless, their superiority as teaching aids has never been demonstrated. The aim of this study was to compare 3D and traditional chalk teaching efficiency in terms of student memorization concerning peritoneal embryogenesis. MATERIALS AND METHODS: 165 students from the Faculties of Medicine of Sfax (Tunisia) (n = 81) and of Paris-Descartes (France) (n = 84) were taught peritoneal embryogenesis either via a 3D technique (interactive DVD ROM) (3D group, n = 85) or via the traditional chalk technique (CL group, n = 80). Both groups were subjected to an evaluation test including 34 questions distributed in six chapters at the end of the course. RESULTS: The overall rate of correct answers was higher in the 3D group (65.12 +/- 14.88 vs. 49.33 +/- 16.17%, p < 0.001). It was the same for five of the six chapters of questions excluding the chapter concerning the clinical implications (p = 0.06). There was no significant difference between 3D and CL groups regarding the 20 questions focusing on static phenomena (64.52 +/- 27.10 vs. 58.87 +/- 23.67%, p = 0.24), but the rate of correct answers was higher in the 3D group for the 14 questions focusing on dynamic phenomena (65.96 +/- 20.97 vs. 28.17 +/- 24.40%, p < 0.001). CONCLUSION: The 3D technique is significantly more efficient than the traditional chalk technique for the teaching of peritoneal embryogenesis in terms of short-term memorization and particularly for the assimilation of dynamic phenomena. Medium-term and long-term studies are needed to demonstrate that this benefit has a long-lasting impact.
Authors: Katinka J A H Prince; Albert J A A Scherpbier; Henk van Mameren; Jan Drukker; Cees P M van der Vleuten Journal: Med Educ Date: 2005-03 Impact factor: 6.251
Authors: Katerina Bogomolova; Beerend P Hierck; Agnes E M Looijen; Johanne N M Pilon; Hein Putter; Bruce Wainman; Steven E R Hovius; Jos A van der Hage Journal: Med Educ Date: 2020-09-02 Impact factor: 6.251