Effect of Stereoscopic Anaglyphic 3-Dimensional Video Didactics on Learning Neuroanatomy

Goodarzi, Amir; Monti, Sara; Lee, Darrin; Girgis, Fady

doi:10.1016/j.wneu.2017.07.119

Cited by 18 publications

(15 citation statements)

References 9 publications

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“…From these, 69 potentially eligible articles were identified and a total of 16 studies were included in the qualitative synthesis. Three studies were excluded from the quantitative synthesis due to substantial between‐intervention differences in instructional methods and type of control conditions, and a non‐randomised study design 34‐36 . Ultimately, 13 studies were included in the meta‐analysis.…”

Section: Resultsmentioning

confidence: 99%

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Stereoscopic three‐dimensional visualisation technology in anatomy learning: A meta‐analysis

et al. 2020

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Section: Resultsmentioning

confidence: 99%

“…Three studies were excluded from the quantitative synthesis due to substantial between-intervention differences in instructional methods and type of control conditions, and a non-randomised study design. [34][35][36] Ultimately, 13 studies were included in the meta-analysis.…”

Section: Study Selectionmentioning

confidence: 99%

Stereoscopic three‐dimensional visualisation technology in anatomy learning: A meta‐analysis

et al. 2020

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“…Fourteen (77.7%) studies (Macchi et al, 2007;Estevez et al, 2010;Chariker et al, 2012;Hall et al, 2013Hall et al, , 2014Greenwald and Quitadamo, 2014;Dao et al, 2015;Veeramani et al, 2015;Allen et al, 2016;Hennessy et al, 2016;Küçük et al, 2016;Rae et al, 2016;Akle et al, 2018) achieved primary outcomes, whereas three (16.6%) studies claimed achievement of the secondary outcomes (Kockro et al, 2015;Greville et al, 2016;Stepan et al, 2017). Only one (5.5%) study (Goodarzi et al, 2017) did not show a significant learning improvement.…”

Section: Selected Teaching Strategies: 12mentioning

confidence: 86%

“…More than half the participating students were females (59.6%), even if nine studies (52.9%) did not describe the male:female sex ratio (Macchi et al, 2007;Hall et al, 2013 andGreenwald and Quitadamo, 2014;Dao et al, 2015;Allen et al, 2016;Greville et al, 2016;Rae et al, 2016;. Seven (38.8%) out of the 18 studies (Estevez et al, 2010;Chariker et al, 2012;Greenwald and Quitadamo, 2014;Dao et al, 2015;Rae et al, 2016;Goodarzi et al, 2017;Stepan et al, 2017) were conducted in US. Five (27.7%) studies (Hall et al, 2013(Hall et al, , 2014Greville et al, 2016;Hennessy et al, 2016; were from the UK.…”

Section: Characteristics Of the Selected Studiesmentioning

confidence: 99%

“…Eight different teaching methodologies were identified in the 18 selected studies: 3D teaching tools, FCT, NPT,cadaveric dissection, ANE,Twitter, IBCC, EBI Eight (44.4%) studies (Estevez et al, 2010;Chariker et al, 2012;Kockro et al, 2015;Allen et al, 2016;Goodarzi et al, 2017;Küçük et al, 2016;Stepan et al, 2017;Akle et al, 2018) employed 3D teaching tools. These instruments allow anatomical structures to be moved in various spatial planes and into different positions.…”

Section: Selected Teaching Strategies: 12mentioning

confidence: 99%

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Neuroanatomy, the Achille’s Heel of Medical Students. A Systematic Analysis of Educational Strategies for the Teaching of Neuroanatomy

Sotgiu

Mazzarello

Bandiera

et al. 2019

Anatomical Sciences Ed

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Neuroanatomy has been deemed crucial for clinical neurosciences. It has been one of the most challenging parts of the anatomical curriculum and is one of the causes of "neurophobia", whose main implication is a negative influence on the choice of neurology in the near future. In the last decades, several educational strategies have been identified to improve the skills of students and to promote a deep learning. The aim of this study was to systematically review the literature to identify the most effective method/s to teach human neuroanatomy. The search was restricted to publications written in English language and to articles describing teaching tools in undergraduate medical courses from January 2006 through December 2017. The primary outcome was the observation of improvement of anatomical knowledge in undergraduate medical students. Secondary outcomes were the amelioration of long-term retention knowledge and the grade of satisfaction of students. Among 18 selected studies, 44.4% have used threedimensional (3D) teaching tools, 16.6% near peer teaching tool, 5.55% flipped classroom tool, 5.55% applied neuroanatomy elective course, 5.55% equivalence based instruction-rote learning, 5.55% mobile augmented reality, 5.55 % inquiry-based clinical case, 5.55% cadaver dissection, and 5.55% Twitter. The high in-between study heterogeneity was the main issue to identify the most helpful teaching tool to improve neuroanatomical knowledge among medical students. Data from this study suggest that a combination of multiple pedagogical resources seems to be the more advantageous for teaching neuroanatomy. . She teaches anatomy, neuroanatomy and microscopic anatomy to physiotherapy and medical students. Her research interest is focused on central nervous system disorders and medical education. VITTORIO MAZZARELLO, M.D., is an associate professor of anatomy in Department of Biomedical Sciences, University of Sassari, Sassari, Italy. He teaches anatomy to biological sciences and medical students. His research interest includes skin diseases, paleoanthropology and medical education. PASQUALE BANDIERA, M.D., is an associate professor of anatomy in Department of Biomedical Sciences, University of Sassari, Sassari, Italy. He teaches anatomy to medical and health care professions students. His research interest is in anthropology, paleoanthropology and medical education.ROBERTO MADEDDU, M.D., Ph.D., is an assistant professor . He teaches histology to medical and health care professions students. His research is focused on medical education, cancer stem cells and heavy metals. 27ANDREA MONTELLA, M.D., is a full professor

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Evaluation of an Augmented Reality Application for Learning Neuroanatomy in Psychology

Méndez-López

Juan

Mollá

et al. 2021

Anatomical Sciences Ed

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Neuroanatomy is difficult for psychology students because of spatial visualization and the relationship among brain structures. Some technologies have been implemented to facilitate the learning of anatomy using three-dimensional (3D) visualization of anatomy contents. Augmented reality (AR) is a promising technology in this field. A mobile AR application to provide visualization of morphological and functional information of the brain was developed. A sample of 67 students of neuropsychology completed tests for visuospatial ability, anatomical knowledge, learning goals, and experience with technologies. Subsequently, they performed a learning activity using one of the visualization methods considered: a 3D-method using the AR application and a two-dimensional (2D) method using a textbook to color, followed by questions concerning their satisfaction and knowledge.After using the alternative method, the students expressed their preference. The two methods improved knowledge equally, but the 3D-method obtained higher satisfaction scores and was more preferred by students. The 3D-method was also more preferred by the students who used this method during the activity. After controlling for the method used in the activity, associations were found between the preference of the 3D-method because of its usability and experience with technologies.These results found that the AR application was highly valued by students to learn and was as effective as the textbook for this purpose.

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Effect of Stereoscopic Anaglyphic 3-Dimensional Video Didactics on Learning Neuroanatomy

Cited by 18 publications

References 9 publications

Stereoscopic three‐dimensional visualisation technology in anatomy learning: A meta‐analysis

Stereoscopic three‐dimensional visualisation technology in anatomy learning: A meta‐analysis

Neuroanatomy, the Achille’s Heel of Medical Students. A Systematic Analysis of Educational Strategies for the Teaching of Neuroanatomy

Evaluation of an Augmented Reality Application for Learning Neuroanatomy in Psychology

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