Positive Impact of an Interactive 3D Neuroanatomy E‐learning Resource on Students' Spatial Neuroanatomical Knowledge
Notice bibliographique
Résumé
Neuroanatomy is one of the most challenging topics in anatomy for many novice students, who report it to be the most difficult subject in their anatomy curriculum. A primary reason for the perceived difficulties is the high degree of spatial complexity that exists between structures. The development of interactive three‐dimensional (3D) models in neuroanatomy curricula may provide an effective solution for alleviating difficulties students encountered with two‐dimensional (2D) learning resources, however this has yet to be fully examined in the literature. Interactive 3D and 2D e‐learning resources, as well as a novel virtual syncretion assessment tool, were developed to complement undergraduate anatomy instruction. The virtual syncretion assessment required participants to place neuroanatomical structures in a partial 3D neuroanatomical model. This assessment format allowed for the evaluation of spatial knowledge based on the accuracy of the 3D placement of structures rather than conventional nominal responses. Performance on the virtual syncretion assessment was measured by both the selection of correct structures, and the accuracy of the placement of structures within the partial 3D neuroanatomical model. One hundred seventy‐three participants completed the study, which utilized a cross‐over design to separate participants into two groups. Each group initially completed an anatomy knowledge pretest, followed by access to either the 3D or 2D neuroanatomy e‐learning resource. Participants completed both an anatomy knowledge quiz and virtual syncretion assessment prior to utilizing the second learning resource. A second anatomy knowledge quiz and virtual syncretion assessment were administered following participants' exposure to the second e‐learning resource. Anatomy knowledge quiz scores of participants who initially accessed the 3D learning resource increased significantly more than the students who initially accessed the 2D e‐learning module. Participants who initially utilized the 3D e‐learning resource performed significantly better on the digital syncretion assessment than participants who initially utilized the 2D e‐learning resource. Additionally, participants who accessed the 3D e‐learning resource subsequent to the 2D e‐learning resource significantly improved their performance on the final virtual syncretion assessment. No significant improvement in performance was observed for participants who accessed the 2D e‐learning resource subsequent to the 3D e‐learning resource. Results of this study could be used to inform the effective development and deployment of interactive 3D e‐learning resources to improve neuroanatomy instruction and assessment. Support or Funding Information Social Sciences and Humanities Research Council This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
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 | 0,001 | 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 ».