AIM: To determine whether the use of 3D anatomical models is helpful to students and enhances their anatomical knowledge. METHODS: First year undergraduate students on the speech therapy or hearing aid practitioner courses attended either a lecture alone or a lecture followed by a 3D anatomy based tutorial, the latter which was also attended by ENT residents. Participants who received the tutorial were free to use the 3D model on the university computers or on their home computer and were then asked to answer a satisfaction questionnaire. At the end of the first year examinations, the grades of the undergraduate students were compared between the lecture alone group and lecture plus tutorial group. RESULTS: Generally, all participants found this new tool interesting and user-friendly for the learning of temporal bone anatomy. However, most also considered the help of a teacher indispensable to guide them through the virtual dissection. First year undergraduate students who received the 3D anatomy tutorial performed significantly better during their end of year examination compared to those receiving a lecture alone, particularly concerning the more difficult questions. CONCLUSION: The 3D anatomical software, used in parallel with traditional teaching methods, such as lectures and cadaver dissection, appears to be a promising tool to improve student learning of temporal bone anatomy.
AIM: To determine whether the use of 3D anatomical models is helpful to students and enhances their anatomical knowledge. METHODS: First year undergraduate students on the speech therapy or hearing aid practitioner courses attended either a lecture alone or a lecture followed by a 3D anatomy based tutorial, the latter which was also attended by ENT residents. Participants who received the tutorial were free to use the 3D model on the university computers or on their home computer and were then asked to answer a satisfaction questionnaire. At the end of the first year examinations, the grades of the undergraduate students were compared between the lecture alone group and lecture plus tutorial group. RESULTS: Generally, all participants found this new tool interesting and user-friendly for the learning of temporal bone anatomy. However, most also considered the help of a teacher indispensable to guide them through the virtual dissection. First year undergraduate students who received the 3D anatomy tutorial performed significantly better during their end of year examination compared to those receiving a lecture alone, particularly concerning the more difficult questions. CONCLUSION: The 3D anatomical software, used in parallel with traditional teaching methods, such as lectures and cadaver dissection, appears to be a promising tool to improve student learning of temporal bone anatomy.
Authors: Charlotte P R Triepels; Carlijn F A Smeets; Kim J B Notten; Roy F P M Kruitwagen; Jurgen J Futterer; Tineke F M Vergeldt; Sander M J Van Kuijk Journal: Clin Anat Date: 2019-05-31 Impact factor: 2.414