Abstract：
Complex vascular anomalies are often difficult concepts for veterinary medical students to comprehend, as knowledge of normal anatomy, visualization of the abnormal anatomy, and understanding of the physiologic implications of that abnormality are all required to appreciate the clinical impacts of the anomaly. Access to interactive three-dimensional models of both the normal and abnormal vasculatures may improve student comprehension. In this study, third-year veterinary medical students in a core small animal digestive diseases course completed a pre-lecture assignment consisting of a text-only narrative (n = 100) or an interactive electronic book (e-book; n = 102) focused on extrahepatic portosystemic shunts, followed by two generative learning activities in which they described portal anatomy and extrahepatic portosystemic shunts. An optional, anonymous post-lecture learning assessment was given to both groups. Although no difference in post-lecture assessment scores was identified between the groups, students using the interactive e-book spent significantly longer on the pre-lecture assignment and activities than students in the text-only narrative group. Students in the text-only narrative group were more likely to use spatial visualization strategies during the generative learning activities than students in the e-book group. There was no correlation between time spent on the pre-lecture tasks and learning assessment score. Interactive e-books and generative learning activities may be useful adjunct pre-lecture learning tools for teaching of complex vascular anomalies to veterinary medical students.
摘要：
复杂的血管异常通常是兽医医学生难以理解的概念，作为正常解剖学的知识，异常解剖的可视化，和了解该异常的生理影响都需要了解异常的临床影响。访问正常和异常脉管系统的交互式三维模型可以提高学生的理解力。在这项研究中,在一个核心的小动物消化系统疾病课程的第三年兽医医学生完成了一个讲座前的任务，包括一个只有文本的叙述（n=100）或一个交互式的电子书（电子书;n=102）集中在肝外门体分流，随后进行了两次生成学习活动，其中描述了门静脉解剖和肝外门体分流。一个可选,两组都进行了匿名的课后学习评估。尽管在讲座后的评估分数上没有发现两组之间的差异，与纯文本叙述组的学生相比，使用交互式电子书的学生在课前作业和活动上花费的时间明显更长。与电子书组的学生相比，纯文本叙事组的学生在生成性学习活动中更有可能使用空间可视化策略。在授课前任务上花费的时间与学习评估得分之间没有相关性。交互式电子书和生成性学习活动可能是有用的辅助课前学习工具，可用于向兽医医学生教授复杂的血管异常。
