Araştırma Makalesi
BibTex RIS Kaynak Göster

Effects of 3D Bone Models on Anatomy Education: Student Survey

Yıl 2024, Cilt: 34 Sayı: 3, 400 - 407, 30.06.2024
https://doi.org/10.54005/geneltip.1481841

Öz

Background/Aims: Anatomy education is of great importance in evaluating the human body as a whole and understanding the normal functioning of organs and systems. Knowledge of human anatomy plays a critical role in the diagnosis of diseases, surgical interventions, evaluation of the health status of patients, and interpretation of the results of advanced imaging techniques. This study aims to evaluate the satisfaction of learning anatomy with the three-dimensional virtual anatomy atlas we developed and to investigate the effect of virtual three-dimensional applications on learning compared to traditional materials.
Methods: The 3D applied atlas we developed was sent to the Faculty of Medicine term 1-2, Dentistry term 1, and Physiotherapy and Rehabilitation term 1 students. Students were asked to use the 3D applied atlas in addition to traditional medical education materials in their anatomy learning process. A 9-question Google Forms survey was prepared to evaluate their satisfaction of the application.
Results: 471 participants from the Faculty of Dentistry, Medicine Term 1-2, and Physiotherapy Rehabilitation classes participated in our survey. Of the participants, 140 were Faculty of Dentistry students, 70 were Physical Therapy and Rehabilitation (PTR), 172 were Faculty of Medicine 1st Term and 89 were Faculty of Medicine 2nd Term. The number of students who found two-dimensional atlases useful was 198, while the number of students who found 3D models useful was 231. The number of students who found the cadaver model useful was 161.
Conclusions: Based on the survey data we obtained, we can say that the students are satisfied with our 3D atlas application and have a positive attitude towards three-dimensional educational materials.

Etik Beyan

All procedures performed in this study involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. Ethical approval (approval number 2021/499) was given by the Local Ethics Committee of the Medical Faculty.

Destekleyen Kurum

This research was supported by Selçuk University Scientific Research Projects (Bilimsel Araştırma Projeleri in Turkish) (Project no: 21401138).

Proje Numarası

21401138

Kaynakça

  • McLachlan JC, Patten D. Anatomy teaching: Ghosts of the past, present and future. Med Educ 2006; 40: 243–53.
  • Bradley P. The history of simulation in medical education and possible future directions. Med Educ 2006; 40: 254–62.
  • Estai M & Bunt S. Best teaching practices in anatomy education: A critical review. Ann Anat- Anat Anz 2016; 208: 151-157.
  • Haque A, Minhas RS, Faisal T, Naseem S, Ambreen S & Rafi A. Effect on academic performance by learning online through 3d anatomy atlas versus 2d presentations: 3d anatomy atlas versus 2d presentations. Pak Armed Forces Med J 2021; 71(5): 1700-04.
  • Moxham BJ & Plaisant O. Perception of medical students towards the clinical relevance of anatomy. Clin Anat The Official Journal of the American Association of Clinical Anatomists and the British Association of Clinical Anatomists 2007; 20(5): 560-564.
  • Verhoeven BH, Verwijnen GM, Scherpbier AJ, Van der Vleuten CP. Growth of medical knowledge. Med Educ 2002; 36: 711–717.
  • Plaisant O, Cabanis EA, Delmas V. Going back to dissection ina medical curriculum: The paradigm of Necker-Enfants Malades. Surg Radiol Anat 2004; 26: 504–511.
  • Triepels CP, Smeets CF, Notten KJ, Kruitwagen RF, Futterer JJ, Vergeldt TF, Van Kuijk SM. Does three‐dimensional anatomy improve student understanding? Clin Anat 2020; 33(1): 25-33.
  • Rosario MG. The perceived benefit of a 3D anatomy application (app) in anatomy occupational therapy courses. Journal of Learning and Teaching in Digital Age 2021; 6(1): 8-14.
  • De Faria JW, Teixeira MJ, Júnior LD, Otoch JP, Figueiredo EG. Virtual and stereoscopic anatomy: when virtual reality meets medical education. J Neurosurg 2016; 125(5): 1105-11.
  • Donnelly L, Patten D, White P, Finn G. Virtual human dissector as a learning tool for studying cross-sectional anatomy. Med Teach 2009; 31(6): 553-5.
  • Eroğlu FS, Erkan B, Koyuncu SB, Komşal ZR, Çiçek FE, Ülker M, et al. Effectiveness of using 2D atlas and 3D PDF as a teaching tool in anatomy lectures in initial learners: a randomized controlled trial in a medical school. BMC Med Educ 2023; 23(1): 962.
  • Berrios Barillas R. The effect of 3D human anatomy software on online students’ academic performance. J Occup Ther Educ 2019; 3(2): 2.
  • Gupta Y, Morgan M, Singh A, Ellis H. Junior doctors' knowledge of applied clinical anatomy. Clin Anat The Official Journal of the American Association of Clinical Anatomists and the British Association of Clinical Anatomists 2008; 21(4): 334-8.
  • Smith CF, Mathias HS. What impact does anatomy education have on clinical practice? Clin Anat 2011; 24(1): 113-9.
  • Fitzgerald JE, White MJ, Tang SW, Maxwell‐Armstrong CA, James DK. Are we teaching sufficient anatomy at medical school? The opinions of newly qualified doctors. Clin Anat 2008; 21(7): 718-24.
  • Yammine K, Violato C. A meta‐analysis of the educational effectiveness of three‐dimensional visualization technologies in teaching anatomy. Anat Sci Educ 2015; 8(6): 525-38.
  • Beermann J, Tetzlaff R, Bruckner T, Schöebinger M, Müller‐Stich BP, Gutt CN, et al. Three‐dimensional visualisation improves understanding of surgical liver anatomy. Med Educ. 2010; 44(9): 936-40.

3 Boyutlu Kemik Modellerinin Anatomi Eğitimine Etkileri: Öğrenci Anketi

Yıl 2024, Cilt: 34 Sayı: 3, 400 - 407, 30.06.2024
https://doi.org/10.54005/geneltip.1481841

Öz

Amaç: Anatomi eğitimi, insan vücudunu bir bütün şeklinde değerlendirmek, organ ve sistemlerin normal işleyişini özümsemek açısından büyük bir öneme sahiptir. Hastalıkların teşhisinde, cerrahi müdahalelerde, hastaların sağlık durumlarının değerlendirilmesinde, ileri görüntüleme teknikle-rinin sonuçlarının yorumlanmasında; insan anatomisinin bilinmesi kritik bir rol oynamaktadır. Bu çalışma, geliştirdiğimiz üç boyutlu sanal anatomi atlasının anatomi öğrenme konusundaki mem-nuniyeti değerlendirmeyi ve geleneksel materyallere kıyasla sanal üç boyutlu uygulamaların öğrenmeye etkisini araştırmayı amaçlamaktadır.
Metod: Geliştirdiğimiz 3D uygulamalı atlas, dönemin başında Tıp Fakültesi Dönem 1-2, Diş Hekimliği Dönem 1 ve Fizyoterapi ve Rehabilitasyon Dönem 1 öğrencilerine gönderildi. Öğren-cilerin, anatomiyi öğrenme süreçlerinde geleneksel tıp eğitimi materyallerine ek olarak 3D uygu-lamalı atlası da kullanmaları istendi. Uygulamanın memnuniyetinin değerlendirilebilmesi için 9 soruluk bir Google forms anketi hazırlandı.
Bulgular: Anketimize; Diş Hekimliği, Tıp Dönem1-2 ve Fizyoterapi Rehabilitasyon sınıflarından toplam 471 kişi katıldı. Katılımcıların 140’ı Diş Hekimliği Fakültesi, 70’i Fizik Tedavi ve Rehabili-tasyon (FTR), 172’si Tıp Fakültesi 1. Dönem ve 89’u Tıp Fakültesi 2. Dönem öğrencisiydi. İki boyutlu atlas kullanımını faydalı bulan öğrenci sayısı 198, 3 boyutlu modelleri faydalı bulan öğrenci sayısı ise 231 oldu. Kadavra modelini faydalı bulan öğrenci sayısı ise 161 oldu.
Sonuç: Elde ettiğimiz anket verileri doğrultusunda, öğrencilerin 3D atlas uygulamamızdan mem-nun kaldıklarını, üç boyutlu eğitim materyallerine olumlu yaklaştıklarını söyleyebiliriz.

Proje Numarası

21401138

Kaynakça

  • McLachlan JC, Patten D. Anatomy teaching: Ghosts of the past, present and future. Med Educ 2006; 40: 243–53.
  • Bradley P. The history of simulation in medical education and possible future directions. Med Educ 2006; 40: 254–62.
  • Estai M & Bunt S. Best teaching practices in anatomy education: A critical review. Ann Anat- Anat Anz 2016; 208: 151-157.
  • Haque A, Minhas RS, Faisal T, Naseem S, Ambreen S & Rafi A. Effect on academic performance by learning online through 3d anatomy atlas versus 2d presentations: 3d anatomy atlas versus 2d presentations. Pak Armed Forces Med J 2021; 71(5): 1700-04.
  • Moxham BJ & Plaisant O. Perception of medical students towards the clinical relevance of anatomy. Clin Anat The Official Journal of the American Association of Clinical Anatomists and the British Association of Clinical Anatomists 2007; 20(5): 560-564.
  • Verhoeven BH, Verwijnen GM, Scherpbier AJ, Van der Vleuten CP. Growth of medical knowledge. Med Educ 2002; 36: 711–717.
  • Plaisant O, Cabanis EA, Delmas V. Going back to dissection ina medical curriculum: The paradigm of Necker-Enfants Malades. Surg Radiol Anat 2004; 26: 504–511.
  • Triepels CP, Smeets CF, Notten KJ, Kruitwagen RF, Futterer JJ, Vergeldt TF, Van Kuijk SM. Does three‐dimensional anatomy improve student understanding? Clin Anat 2020; 33(1): 25-33.
  • Rosario MG. The perceived benefit of a 3D anatomy application (app) in anatomy occupational therapy courses. Journal of Learning and Teaching in Digital Age 2021; 6(1): 8-14.
  • De Faria JW, Teixeira MJ, Júnior LD, Otoch JP, Figueiredo EG. Virtual and stereoscopic anatomy: when virtual reality meets medical education. J Neurosurg 2016; 125(5): 1105-11.
  • Donnelly L, Patten D, White P, Finn G. Virtual human dissector as a learning tool for studying cross-sectional anatomy. Med Teach 2009; 31(6): 553-5.
  • Eroğlu FS, Erkan B, Koyuncu SB, Komşal ZR, Çiçek FE, Ülker M, et al. Effectiveness of using 2D atlas and 3D PDF as a teaching tool in anatomy lectures in initial learners: a randomized controlled trial in a medical school. BMC Med Educ 2023; 23(1): 962.
  • Berrios Barillas R. The effect of 3D human anatomy software on online students’ academic performance. J Occup Ther Educ 2019; 3(2): 2.
  • Gupta Y, Morgan M, Singh A, Ellis H. Junior doctors' knowledge of applied clinical anatomy. Clin Anat The Official Journal of the American Association of Clinical Anatomists and the British Association of Clinical Anatomists 2008; 21(4): 334-8.
  • Smith CF, Mathias HS. What impact does anatomy education have on clinical practice? Clin Anat 2011; 24(1): 113-9.
  • Fitzgerald JE, White MJ, Tang SW, Maxwell‐Armstrong CA, James DK. Are we teaching sufficient anatomy at medical school? The opinions of newly qualified doctors. Clin Anat 2008; 21(7): 718-24.
  • Yammine K, Violato C. A meta‐analysis of the educational effectiveness of three‐dimensional visualization technologies in teaching anatomy. Anat Sci Educ 2015; 8(6): 525-38.
  • Beermann J, Tetzlaff R, Bruckner T, Schöebinger M, Müller‐Stich BP, Gutt CN, et al. Three‐dimensional visualisation improves understanding of surgical liver anatomy. Med Educ. 2010; 44(9): 936-40.
Toplam 18 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Radyoloji ve Organ Görüntüleme
Bölüm Original Article
Yazarlar

Betül Sevindik 0000-0003-1287-5544

Nadire Ünver Doğan 0000-0001-5696-5547

Mustafa Koplay 0000-0001-7513-4968

İsmail Kapurtu 0009-0004-1656-7754

Mehmet Cengiz Tatar 0000-0002-8661-8308

Büşra Pirinç 0000-0002-6927-1306

Ekrem Solmaz 0000-0002-5091-0251

Proje Numarası 21401138
Erken Görünüm Tarihi 15 Haziran 2024
Yayımlanma Tarihi 30 Haziran 2024
Gönderilme Tarihi 10 Mayıs 2024
Kabul Tarihi 6 Haziran 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 34 Sayı: 3

Kaynak Göster

Vancouver Sevindik B, Ünver Doğan N, Koplay M, Kapurtu İ, Tatar MC, Pirinç B, Solmaz E. Effects of 3D Bone Models on Anatomy Education: Student Survey. Genel Tıp Derg. 2024;34(3):400-7.