Learning from graphically integrated 2D and 3D representations improves retention of neuroanatomy.

Abstract

Visualizations in the form of computer-based learning environments are highly encouraged in science education, especially for teaching spatial material. Some spatial material, such as sectional neuroanatomy, is very challenging to learn. It involves learning the two dimensional (2D) representations that are sampled from the three dimensional (3D) object. In this study, a computer-based learning environment was used to explore the hypothesis that learning sectional neuroanatomy from a graphically integrated 2D and 3D representation will lead to better learning outcomes than learning from a sequential presentation. The integrated representation explicitly demonstrates the 2D-3D transformation and should lead to effective learning. This study was conducted using a computer graphical model of the human brain.There were two learning groups: Whole then Sections, and Integrated 2D3D. Both groups learned whole anatomy (3D neuroanatomy) before learning sectional anatomy (2D neuroanatomy). The Whole then Sections group then learned sectional anatomy using 2D v representations only. The Integrated 2D3D group learned sectional anatomy from a graphically integrated 3D and 2D model. A set of tests for generalization of knowledge to interpreting biomedical images was conducted immediately after learning was completed.The order of presentation of the tests of generalization of knowledge was counterbalanced across participants to explore a secondary hypothesis of the study: preparation for future learning. If the computer-based instruction programs used in this study are effective tools for teaching anatomy, the participants should continue learning neuroanatomy with exposure to new representations. A test of long-term retention of sectional anatomy was conducted 4-8 weeks after learning was completed.The Integrated 2D3D group was better than the Whole then Sections group in retaining knowledge of difficult instances of sectional anatomy after the retention interval. The benefit of learning from an integrated 2D3D representation suggests that there are some spatial transformations which are better retained if they are learned through an explicit demonstration. Participants also showed evidence of continued learning on the tests of generalization with the help of cues and practice, even without feedback. This finding suggests that the computer-based learning programs used in this study were good tools for instruction of neuroanatomy.VI

A meta‐analysis of the educational effectiveness of three‐dimensional visualization technologies in teaching anatomy

“…First, Fritz et al () did not find significant differences in overall, factual and spatial scores between long‐term and short‐term groups. Second, Naaz () reported significant positive results in favor of the integrated 2D‐3D imaging over the sequential 2D‐3D approach on spatial means ( P < 0.01).…”

“…Two studies reported results on factual means from comparisons between 3DVT interventions; Tam et al () tested guided 3D CT images versus self‐learned 3D CT images and found no significant difference between the two interventions ( P = 0.52). Naaz () found no differences between sequential 2D‐3D and integrated 2D‐3D interventions on spatial means in teaching brain anatomy.…”

“…Assessor blinding was reported in seven studies (Garg et al, ; Donnelly et al, ; Abid et al, ; Hampton and Sung, ; Venail et al, ). Eight studies reported loss to follow‐up or withdrawals (Nicholson et al, ; Hilbelink, ; Levinson et al, ; Solyar et al, ; Tam et al, ; Codd and Choudhury, ; Fritz et al, ; Naaz, ). Two studies reported loss to follow‐up in excess of 20% (Tam et al, ; Fritz et al, ).…”

“…Two studies reported loss to follow‐up in excess of 20% (Tam et al, ; Fritz et al, ). An intention to treat analysis was conducted in only one study (Naaz, ). Power analyses anticipating the needed sample size to detect significant differences between groups' means providing a power of 80% at α = 0.05 were conducted in six studies (Nicholson et al, ; Hilbelink, ; Hampton and Sung, ; Metzler et al, ; Pahuta et al, ; Tan et al, ).…”

“…Additionally, 3D images offer the ability to rotate, flip, and invert the viewed structure. When 2D radiological images are presented alongside equivalent 3D models, students can learn the needed skills of cognitively transposing a two‐dimensional image onto a three‐dimensional patient (Naaz, ).…”