PDF(Pubmed)
Abstract：
BACKGROUND: Anatomy is a crucial part of medical education, and there have been attempts to improve this field by utilizing various methods. With the advancement of technology, three-dimensional (3D) materials have gained popularity and become a matter of debate about their effectiveness compared to two-dimensional (2D) sources. This research aims to analyze the effectiveness of 3D PDFs compared to 2D atlases.
METHODS: This study is a randomized controlled trial involving 87 Year-1 and Year-2 medical students at Gazi University Faculty of Medicine, Turkey. The study was conducted in two steps. In Step-1, students were randomized to watch lecture videos on liver anatomy and male genitalia anatomy supplemented with either a 3D PDF (intervention group) or 2D atlas (control group) images. Following the video lectures, a test (immediate test) was administered. In Step-2, the same test (delayed test) was administered 10 days after the immediate test. The test scores were compared between the intervention and control groups. In addition to the descriptive analyses, Chi-square and Mann-Whitney U tests were performed.
RESULTS: In the immediate test, while there was no significant difference between the groups for the liver test (p > 0.05), 3D PDF group\'s scores (Median = 24.50) was significantly higher than the 2D atlas group\'s in the genitalia test (Median = 21.00), (p = 0.017). The effect size (Cohen\'s d) was 0.57. In the delayed test, there was no significant difference between the groups in the liver and genitalia tests (p > 0.05). However, the effect size in the immediate genitalia test was 0.40. Year-1 students\' immediate test of genitalia performances were significantly higher in the 3D PDF group (Median = 24.00) than the 2D atlas group (Median = 19.00), (p = 0.016). The effect size was 0.76. Also, Year-1 students\' 3D PDF group (Median = 20.50) presented with significantly higher performance than the 2D atlas group (Median = 12.00), (p = 0.044) in the delayed test of genitalia, with the 0.63 effect size.
CONCLUSIONS: 3D PDF is more effective than 2D atlases in teaching anatomy, especially to initial learners. It is particularly useful for teaching complex anatomical structures, such as male genitalia, compared to the liver. Hence, it may be a valuable tool for medical teachers to utilize during lectures.
METHODS: This study is a randomized controlled trial involving 87 Year-1 and Year-2 medical students at Gazi University Faculty of Medicine, Turkey. The study was conducted in two steps. In Step-1, students were randomized to watch lecture videos on liver anatomy and male genitalia anatomy supplemented with either a 3D PDF (intervention group) or 2D atlas (control group) images. Following the video lectures, a test (immediate test) was administered. In Step-2, the same test (delayed test) was administered 10 days after the immediate test. The test scores were compared between the intervention and control groups. In addition to the descriptive analyses, Chi-square and Mann-Whitney U tests were performed.
RESULTS: In the immediate test, while there was no significant difference between the groups for the liver test (p > 0.05), 3D PDF group\'s scores (Median = 24.50) was significantly higher than the 2D atlas group\'s in the genitalia test (Median = 21.00), (p = 0.017). The effect size (Cohen\'s d) was 0.57. In the delayed test, there was no significant difference between the groups in the liver and genitalia tests (p > 0.05). However, the effect size in the immediate genitalia test was 0.40. Year-1 students\' immediate test of genitalia performances were significantly higher in the 3D PDF group (Median = 24.00) than the 2D atlas group (Median = 19.00), (p = 0.016). The effect size was 0.76. Also, Year-1 students\' 3D PDF group (Median = 20.50) presented with significantly higher performance than the 2D atlas group (Median = 12.00), (p = 0.044) in the delayed test of genitalia, with the 0.63 effect size.
CONCLUSIONS: 3D PDF is more effective than 2D atlases in teaching anatomy, especially to initial learners. It is particularly useful for teaching complex anatomical structures, such as male genitalia, compared to the liver. Hence, it may be a valuable tool for medical teachers to utilize during lectures.
摘要：
背景：解剖学是医学教育的重要组成部分，并且已经尝试通过利用各种方法来改进该领域。随着技术的进步,与二维（2D）源相比，三维（3D）材料已经普及，并成为有关其有效性的争论问题。本研究旨在分析3DPDF与2D图册相比的有效性。
方法：这项研究是一项随机对照试验，涉及加济大学医学院的87名一年级和二年级医学生，土耳其。该研究分两步进行。在步骤1中，学生被随机观看关于肝脏解剖和男性生殖器解剖的讲座视频，并辅以3DPDF（干预组）或2D图集（对照组）图像。在视频讲座之后，进行测试（立即测试）。在步骤-2中,在立即测试后10天施用相同的测试(延迟测试)。比较干预组和对照组的考试成绩。除了描述性分析之外，进行卡方检验和Mann-WhitneyU检验。
结果：在即时测试中，而各组之间的肝脏检查没有显着差异（p>0.05），3DPDF组的得分（中位数=24.50）明显高于2D图谱组的生殖器测试（中位数=21.00），（p=0.017）。效应大小(Cohen'sd)为0.57。在延迟测试中，两组在肝脏和生殖器检查中没有显着差异（p>0.05）。然而,即时生殖器测试中的效应大小为0.40。一年级学生对生殖器表现的即时测试在3DPDF组（中位数=24.00）中明显高于2D地图集组（中位数=19.00），（p=0.016）。效应大小为0.76。此外，一年级学生\'3DPDF组（中位数=20.50）的表现明显高于2D地图集组（中位数=12.00），（p=0.044）在生殖器的延迟测试中，具有0.63的效果大小。
结论：在解剖学教学中，3DPDF比2D地图集更有效，特别是对初始学习者。它对于教导复杂的解剖结构特别有用，比如男性生殖器，与肝脏相比。因此，它可能是医学教师在讲课期间使用的宝贵工具。
方法：这项研究是一项随机对照试验，涉及加济大学医学院的87名一年级和二年级医学生，土耳其。该研究分两步进行。在步骤1中，学生被随机观看关于肝脏解剖和男性生殖器解剖的讲座视频，并辅以3DPDF（干预组）或2D图集（对照组）图像。在视频讲座之后，进行测试（立即测试）。在步骤-2中,在立即测试后10天施用相同的测试(延迟测试)。比较干预组和对照组的考试成绩。除了描述性分析之外，进行卡方检验和Mann-WhitneyU检验。
结果：在即时测试中，而各组之间的肝脏检查没有显着差异（p>0.05），3DPDF组的得分（中位数=24.50）明显高于2D图谱组的生殖器测试（中位数=21.00），（p=0.017）。效应大小(Cohen'sd)为0.57。在延迟测试中，两组在肝脏和生殖器检查中没有显着差异（p>0.05）。然而,即时生殖器测试中的效应大小为0.40。一年级学生对生殖器表现的即时测试在3DPDF组（中位数=24.00）中明显高于2D地图集组（中位数=19.00），（p=0.016）。效应大小为0.76。此外，一年级学生\'3DPDF组（中位数=20.50）的表现明显高于2D地图集组（中位数=12.00），（p=0.044）在生殖器的延迟测试中，具有0.63的效果大小。
结论：在解剖学教学中，3DPDF比2D地图集更有效，特别是对初始学习者。它对于教导复杂的解剖结构特别有用，比如男性生殖器，与肝脏相比。因此，它可能是医学教师在讲课期间使用的宝贵工具。
