Team-Based Learning in a 3D Online Environment

Richardson-Hatcher, April; Hazzard, Matthew; Bentley, Christopher; Gazave, Christena M.; Greenlee, Thomas W.; Brueckner‐Collins, Jennifer

doi:10.1007/s40670-014-0006-5

Cited by 6 publications

(14 citation statements)

References 9 publications

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“…Considering present research indicates that virtual worlds aid in transferring virtual teamwork skills to actual teamwork skills, further research may reveal how group work in 3D learning environments impacts the understanding of discipline‐specific facts (such as anatomy) and the ability to apply this understanding to real‐world (such as clinical) scenarios. Working toward this, Richardson‐Hatcher et al () introduced team‐based learning in Second Life for an undergraduate regional anatomy course for pre‐healthcare professionals.…”

Section: Discussionmentioning

confidence: 99%

“…However, Second Life has not been used extensively for the creation of 3D anatomy structures. The University of Kentucky owns an island in Second Life to provide a virtual space where students may view a model of the pterygopalatine fossa (Richardson et al, 2013) or attend class to interact with their classmates (Richardson‐Hatcher et al, ). On this island, the use of Second Life for pre‐healthcare professional education is expanded through a 3D display of the cranial nerves, as explained below.…”

Section: What Is Second Life?mentioning

confidence: 99%

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The cranial nerve skywalk: A 3D tutorial of cranial nerves in a virtual platform

Richardson-Hatcher

Hazzard

Ramirez-Yañez

2014

Anatomical Sciences Ed

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Visualization of the complex courses of the cranial nerves by students in the health-related professions is challenging through either diagrams in books or plastic models in the gross laboratory. Furthermore, dissection of the cranial nerves in the gross laboratory is an extremely meticulous task. Teaching and learning the cranial nerve pathways is difficult using two-dimensional (2D) illustrations alone. Three-dimensional (3D) models aid the teacher in describing intricate and complex anatomical structures and help students visualize them. The study of the cranial nerves can be supplemented with 3D, which permits the students to fully visualize their distribution within the craniofacial complex. This article describes the construction and usage of a virtual anatomy platform in Second Life™, which contains 3D models of the cranial nerves III, V, VII, and IX. The Cranial Nerve Skywalk features select cranial nerves and the associated autonomic pathways in an immersive online environment. This teaching supplement was introduced to groups of pre-healthcare professional students in gross anatomy courses at both institutions and student feedback is included.

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Section: Discussionmentioning

confidence: 99%

Section: What Is Second Life?mentioning

confidence: 99%

The cranial nerve skywalk: A 3D tutorial of cranial nerves in a virtual platform

Richardson-Hatcher

Hazzard

Ramirez-Yañez

2014

Anatomical Sciences Ed

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“…Medical Schools have been using TBL to engage students across the country [5,[19][20][21][22][23][24]. However, as far as the authors know, TBL has not been implemented in an online virtual world in the past.…”

Section: Team-based Learningmentioning

confidence: 99%

“…Online learning has become increasingly popular over the last several years [1][2][3][4][5][6][7][8][9][10][11][12]. According to a 2015 Babson survey report, over 5 million students were enrolled in at least one online course in the United States [13].…”

Section: Introductionmentioning

confidence: 99%

Evaluating the Use of Second Life™ for Virtual Team-Based Learning in an Online Undergraduate Anatomy Course

Gazave

Hatcher

2017

Med.Sci.Educ.

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“…Second Life educational capabilities have been used for patient health education (Zielke et al, ; Rosal et al, ; Brewer et al, ; Weiner et al, ) and for online learning of diverse health professionals (Papadopoulos et al, ; Antoniou et al, ; Miller and Jensen, ; Irwin and Coutts, ; Shaffer et al, ; Mauldin Pereira et al, ), including postgraduate (Wielcha et al, ; Schwaab et al, ; Melús‐Palazón et al, ) and undergraduate (Richardson et al, ; Creutzfeld et al, ; Gazave and Hatcher, ) medical users. Learning platforms developed in Second Life for health undergraduate students utilize diverse approaches, such as case‐based learning (Conradi et al, ), team‐based learning (Richardson‐Hatcher et al, ; Gazave and Hatcher, ), clinical learning environments for developing clinical reasoning skills (Mauldin Pereira et al, ), and 3D design of anatomical models based on the building capabilities of Second Life (Richardson‐Hatcher et al, ). Users can communicate in Second Life through voice chat, written chat and notecards.…”

Section: Introductionmentioning

confidence: 99%

Game‐Based Learning in Virtual Worlds: A Multiuser Online Game for Medical Undergraduate Radiology Education within Second Life

Lorenzo-Alvarez¹,

Rudolphi‐Solero

Ruiz-Gómez

et al. 2019

Anatomical Sciences Ed

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Game‐based learning can have a positive impact on medical education, and virtual worlds have great potential for supporting immersive online games. It is necessary to reinforce current medical students' knowledge about radiological anatomy and radiological signs. To meet this need, the objectives of this study were: to design a competition‐based game in the virtual world, Second Life and to analyze the students' perceptions of Second Life and the game, as well as to analyze the medium‐term retention of knowledge and the potential impact on the final grades. Ninety out of 197 (45.6%) third‐year medical students voluntarily participated in an online game based on self‐guided presentations and multiple‐choice tests over six 6‐day stages. Participants and non‐participants were invited to perform an evaluation questionnaire about the experience and a post‐exposure knowledge test. Participants rated the experience with mean scores equal to or higher than 8.1 on a 10‐point scale, highlighting the professor (9.5 ± 1.1; mean ± SD) and the virtual environment (8.9 ± 1.1). Participants had better results in the post‐exposure test than non‐participants (59.0 ± 13.5 versus 45.3 ± 11.5; P < 0.001) and a lower percentage of answers left blank (6.7 ± 8.4 versus 13.1 ± 12.9; P = 0.014). Competitive game‐based learning within Second Life is an effective and well‐accepted means of teaching core radiological anatomy and radiological signs content to medical students. The higher medium‐term outcomes obtained by participants may indicate effective learning with the game. Additionally, valuable positive perceptions about the game, the educational contents, and the potential benefit for their education were discovered among non‐participants.

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Team-Based Learning in a 3D Online Environment

Cited by 6 publications

References 9 publications

The cranial nerve skywalk: A 3D tutorial of cranial nerves in a virtual platform

The cranial nerve skywalk: A 3D tutorial of cranial nerves in a virtual platform

Evaluating the Use of Second Life™ for Virtual Team-Based Learning in an Online Undergraduate Anatomy Course

Game‐Based Learning in Virtual Worlds: A Multiuser Online Game for Medical Undergraduate Radiology Education within Second Life

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