Evaluation of an online three‐dimensional interactive resource for undergraduate neuroanatomy education

Abstract

Neuroanatomy is one of the most challenging subjects in anatomy, and novice students often experience difficulty grasping the complex three-dimensional (3D) spatial relationships. This study evaluated a 3D neuroanatomy e-learning module, as well as the relationship between spatial abilities and students' knowledge in neuroanatomy. The study's cross-over design divided the participants into two groups, each starting with tests for anatomy knowledge and spatial ability, followed by access to either the 3D online learning module or the gross anatomy laboratory. Participants completed a second knowledge test prior to accessing the other learning modality. Participants in both groups scored significantly higher on Quiz 1 than on the Pretest knowledge assessment (W = 47, P < 0.01; W = 30, P < 0.01). Students who initially accessed the 3D online resources scored significantly better on the Quiz 1 than students who accessed the gross anatomy resources (W = 397.5, P < 0.01). Scores significantly improved on Quiz 2 for participants who accessed the 3D learning module following exposure to the cadaveric resources (W = 94, P < 0.01). After exposure to both learning modalities, there were no significant differences between groups. Significant positive correlations were found between participants' spatial ability score and their performance on the Pretest, Quiz 1, and Quiz 2 assessments (r = 0.22, P = 0.04; r = 0.25, P = 0.02; r = 0.26, P = 0.02). These preliminary results found students appreciated working with the 3D e-learning module, and their learning outcomes significantly improved after accessing the resource. Anat Sci Educ 9: 431-439. © 2016 American Association of Anatomists.

Immersive and interactive virtual reality to improve learning and retention of neuroanatomy in medical students: a randomized controlled study

“…1 Based on both the quantitative results and the satisfaction survey results, there is evidence that virtual-reality technology may provide an effective supplemental tool for learning neuroanatomy by decreasing neurophobia and increasing knowledge retention. Our results are in concordance with those of studies using virtual 2-and 3-dimensional models [25][26][27] and suggest that learning complex, 3-dimensional relations between neural structures is facilitated by training in a 3-dimensional virtual-reality environment. Our findings corroborate those of Armstrong and colleagues 28 showing qualitative benefits of immersive and interactive virtual-reality compared to other methods and extends them into the quantitative domain.…”

“…3 Time constraints and desire for cost-effectiveness have prompted medical schools to reduce anatomy and laboratory teaching time with human cadaveric specimens, [3][4][5][6] the main supplementation material being textbooks and 2-dimensional images. 3,7 These restrictions may influence a person's ability to translate 2-dimensional to 3-dimensional spatial relations, as it requires the student to perform complex cognitive reconstructions, 8,9 potentially impairing neuroanatomical learning. A previous study showed a dramatic decrease in neuroanatomy recall among graduating medical students, 10 and other studies indicated that medical graduates' overall anatomic competence did not meet safe practising level.…”

“…3,[20][21][22] Several studies have shown that 3-dimensional neuroanatomical learning is an effective strategy for increasing neuroanatomical knowledge, motivation and retention of neuroanatomy material. 2,[22][23][24][25][26] Furthermore, participants improved in their knowledge of spatial relations when they were exposed to both physical 11 and virtual [25][26][27] 3-dimensional brain models. Virtual-reality technology may be a logical next step for enhanced 3-dimensional and interactive learning.…”

Development and Assessment of a Three‐Dimensional Tooth Morphology Quiz for Dental Students

“…Incorporating three‐dimensional (3D) elements in anatomy teaching has been shown to favor spatial understanding and visualization of the relationship between different structures (Allen et al, ). Furthermore, recent advances in the utilization of 3D technology such as cone‐beam computerized tomography in dental practice requires dental students and clinicians to manoeuvre and recognize 3D tooth images (Bell et al, ; Hajeer et al, ; Benavides et al, ).…”

Enhancing Teaching-Learning Effectiveness by Creating Online Interactive Instructional Modules for Fundamental Concepts of Physics and Mathematics

“…Following a student-centered approach, online instructional materials (e.g., videos) are made to be as interactive as possible so that the learner controls the flow of the course [21][22][23].…”