The Impact of Spatial Ability on Learning with a 3D Stereoscopic Model of the Mediastinum
Notice bibliographique
Résumé
Three‐dimensional (3D) stereoscopic anatomy models have shown success in demonstrating complex spatial anatomical relationships. However, there is conflicting evidence as to whether or not such models are beneficial for students with low spatial visualization ability (Vz). A previous study suggests that students with low Vz may be hindered by the complex spatial cues provided by a 3D stereoscopic resource compared to students with high Vz. This study aimed to investigate the educational effectiveness of a digital 3D stereoscopic model of the human mediastinum, compared to a cadaveric specimen, for novice students in a biomedical masters‐level graduate program. In addition, this study aimed to further examine the effect of Vz on learning with a 3D stereoscopic anatomy model. We hypothesized that participants learning with the 3D stereoscopic model of the mediastinum would improve performance overall on an anatomy knowledge post‐test more than participants learning with a cadaveric specimen, and that high Vz participants would benefit more from the use of the 3D stereoscopic model compared to their low Vz counterparts. In addition, we hypothesized that participants learning with the 3D model of the mediastinum would rate the model more favorably on a post‐session survey compared to those learning with a cadaveric specimen. Participants were recruited from the Master of Medical Science (MMS) program at Lake Erie College of Osteopathic Medicine (LECOM), prior to the start of their Gross Anatomy course. Participants completed a demographic survey and Mental Rotations Test (MRT) pretest to determine their level of Vz. Participants were then assigned to either a 3D Group or a Cadaver Group, normalized for MRT score and sex. Each group was invited to a brief learning session using either a 3D stereoscopic model or cadaveric specimen of the mediastinum respectively. The 3D model was developed at LECOM using Amira ® software, and projected stereoscopically using a dual projection system. All participants completed a pre‐ and post‐test in each session, consisting of spatially‐oriented multiple choice questions pertaining to anatomy of the mediastinum. Student satisfaction with either resource was also examined using a qualitative survey. Data collection and analysis will be completed in Spring 2020. Results of this study should be considered when developing and implementing anatomical resources for health professional education, to maximize learning for students of varying Vz. Support or Funding Information Funded by the Lake Erie Consortium for Osteopathic Medical Training and the LECOM Internal Seed Grant
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».