S Tan1, A Hu, T Wilson, H Ladak, P Haase, K Fung. 1. Department of Otolaryngology - Head and Neck Surgery, University of Western Ontario, London, Ontario, Canada.
Abstract
OBJECTIVES: (1) To investigate the efficacy of a computer-generated three-dimensional laryngeal model for laryngeal anatomy teaching; (2) to explore the relationship between students' spatial ability and acquisition of anatomical knowledge; and (3) to assess participants' opinion of the computerised model. SUBJECTS AND METHODS: Forty junior doctors were randomised to undertake laryngeal anatomy study supplemented by either a three-dimensional computer model or two-dimensional images. Outcome measurements comprised a laryngeal anatomy test, the modified Vandenberg and Kuse mental rotation test, and an opinion survey. RESULTS: Mean scores ± standard deviations for the anatomy test were 15.7 ± 2.0 for the 'three dimensions' group and 15.5 ± 2.3 for the 'standard' group (p = 0.7222). Pearson's correlation between the rotation test scores and the scores for the spatial ability questions in the anatomy test was 0.4791 (p = 0.086, n = 29). Opinion survey answers revealed significant differences in respondents' perceptions of the clarity and 'user friendliness' of, and their preferences for, the three-dimensional model as regards anatomical study. CONCLUSION: The three-dimensional computer model was equivalent to standard two-dimensional images, for the purpose of laryngeal anatomy teaching. There was no association between students' spatial ability and functional anatomy learning. However, students preferred to use the three-dimensional model.
RCT Entities:
OBJECTIVES: (1) To investigate the efficacy of a computer-generated three-dimensional laryngeal model for laryngeal anatomy teaching; (2) to explore the relationship between students' spatial ability and acquisition of anatomical knowledge; and (3) to assess participants' opinion of the computerised model. SUBJECTS AND METHODS: Forty junior doctors were randomised to undertake laryngeal anatomy study supplemented by either a three-dimensional computer model or two-dimensional images. Outcome measurements comprised a laryngeal anatomy test, the modified Vandenberg and Kuse mental rotation test, and an opinion survey. RESULTS: Mean scores ± standard deviations for the anatomy test were 15.7 ± 2.0 for the 'three dimensions' group and 15.5 ± 2.3 for the 'standard' group (p = 0.7222). Pearson's correlation between the rotation test scores and the scores for the spatial ability questions in the anatomy test was 0.4791 (p = 0.086, n = 29). Opinion survey answers revealed significant differences in respondents' perceptions of the clarity and 'user friendliness' of, and their preferences for, the three-dimensional model as regards anatomical study. CONCLUSION: The three-dimensional computer model was equivalent to standard two-dimensional images, for the purpose of laryngeal anatomy teaching. There was no association between students' spatial ability and functional anatomy learning. However, students preferred to use the three-dimensional model.
Authors: Victoria A Roach; Misa Mi; Jason Mussell; Sonya E Van Nuland; Rebecca S Lufler; Kathryn M DeVeau; Stacey M Dunham; Polly Husmann; Hannah L Herriott; Danielle N Edwards; Alison F Doubleday; Brittany M Wilson; Adam B Wilson Journal: Anat Sci Educ Date: 2020-12-05 Impact factor: 6.652
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