PDF(Pubmed)
Abstract：
Medical students often struggle to appreciate the anatomy of the pterygopalatine fossa. This is due to the difficulty in understanding the spatial orientation through textbook diagrams, as well as its deeper location and smaller size in cadaveric specimens. Research has proven that three-dimensional visualization enhances the spatial understanding of anatomy. However, studies have not compared the effectiveness of two different instructional designs that cater to 3D visualization. We conducted a mixed methodology (quasi-experimental pre-test/post-test control design with additional qualitative components) study to compare the effectiveness of a physical model and a 3D image in small-group teaching. The students were divided into control and intervention groups based on their roll numbers. The control group utilized a series of 3D images delivered through Microsoft PowerPoint software on computers. The students in the intervention group used a physical model made of cardboard, with colored wires representing the neurovascular structures. We used 20 spatial anatomy-based multiple-choice questions (MCQs) to assess knowledge acquisition before and after the small group discussion. Additionally, we utilized a validated 10-item feedback questionnaire to evaluate participants\' perception of the teaching sessions. There was no significant difference in the knowledge gain and perception scores between the control and intervention groups. These findings suggest that a well-designed 3D image can provide an equivalent learning outcome and level of satisfaction compared to a physical model.
UNASSIGNED: The online version contains supplementary material available at 10.1007/s40670-024-02063-3.
UNASSIGNED: The online version contains supplementary material available at 10.1007/s40670-024-02063-3.
摘要：
医学生经常很难欣赏翼腭窝的解剖结构。这是由于难以通过教科书图表理解空间取向，以及它在尸体标本中的较深位置和较小尺寸。研究已经证明，三维可视化增强了对解剖学的空间理解。然而,研究没有比较两种不同的教学设计，迎合3D可视化的有效性。我们进行了混合方法（带有其他定性组件的准实验前测/后测对照设计）研究，以比较物理模型和3D图像在小组教学中的有效性。根据学生的人数分为对照组和干预组。对照组使用通过计算机上的MicrosoftPowerPoint软件提供的一系列3D图像。干预组的学生使用了由纸板制成的物理模型，用彩色线代表神经血管结构。在小组讨论之前和之后，我们使用了20个基于空间解剖学的多项选择题（MCQ）来评估知识获取。此外,我们使用经过验证的10项反馈问卷来评估参与者对教学课程的看法。对照组和干预组之间的知识获取和感知得分没有显着差异。这些发现表明，与物理模型相比，精心设计的3D图像可以提供等效的学习结果和满意度。
■在线版本包含补充材料，可在10.1007/s40670-024-02063-3获得。
■在线版本包含补充材料，可在10.1007/s40670-024-02063-3获得。
