Stereoscopic three-dimensional visualisation technology in anatomy learning: A meta-analysis

Objectives: The features that contribute to the apparent effectiveness of three-dimensional visualisation technology [3DVT] in teaching anatomy are largely unknown. The aim of this study was to conduct a systematic review and meta-analysis of the role of stereopsis in learning anatomy with 3DVT. Methods: The review was conducted and reported according to PRISMA Standards. Literature search of English articles was performed using EMBASE, MEDLINE, CINAHL EBSCOhost, ERIC EBSCOhost, Cochrane CENTRAL, Web of Science and Google Scholar databases until November 2019. Study selection, data extraction and study appraisal were performed independently by two authors. Articles were assessed for methodological quality using the Medical Education Research Study Quality Instrument and the Cochrane Collaboration's tool for assessing the risk of bias. For quantitative analysis, studies were grouped based on relative between-intervention differences in instructional methods and type of control conditions. Results: A total of 3934 citations were obtained of which 67 underwent a full-text review. Ultimately, 13 randomised controlled trials were included in the meta-analysis. When interactive, stereoscopic 3D models were compared to interactive, monoscopic 3D models within a single level of instructional design, for example isolating stereopsis as the only true manipulated element in the experimental design, an effect size [ES] of 0.53 (95% confidence interval [CI] 0.26-0.80; P <.00001) was found. In comparison with 2D images within multiple levels of instructional design, an effect size of 0.45 (95% CI 0.10-0.81; P <.002) was found. Stereopsis had no effect on learning when utilised with non-interactive 3D images (ES = −0.87, 95% CI −2.09-0.35; P =.16). Conclusion: Stereopsis is an important distinguishing element of 3DVT that has a significant positive effect on acquisition of anatomical knowledge when utilised within an interactive 3D environment. A distinction between stereoscopic and monoscopic 3DVT is essential to make in anatomical education and research

Exploring the influence of game design on learning and voluntary use in an online vascular anatomy study aid

AbstractThis research explores the educational impact of an online study aid-game for studying human vascular anatomy (n = 24) versus a similar non-game study aid (n = 22) and how it relates to medical students' demographic traits and voluntary use over a 35-day period. Hierarchical linear regression models revealed that study aid success rate (a metric for assessing performance through the study aids) was a significant predictor of anatomy test improvement with the game (β = 0.41, p = 0.05), but not for the non-game (β = 0.14, p = 0.56). Our analyses suggest that game mechanics encouraged more specific problem-solving strategies than did the control study aid, leading to greater predictability of learning outcomes. There was a non-significant trend among game treatment participants, who were more likely to complete study tasks than those assigned to the control treatment (p = 0.11). It would appear that students' studying habits had the greatest influence (though opposite in both tools) on level of engagement in study aid use. However, contrary to expectations, self-reported gaming habits did not impact participation. Overall, these findings support the integration of game design into undergraduate study aids as a means of increasing use of supplementary educational tools and assessing knowledge

Developing a Theoretical Framework for Visualization-Based Pedagogical Content Knowledge (V-PCK) Based on Middle School Teachers’ Views and Uses of Visualizations as an Instructional Tool

Visualizations is a categorical term that is often used to provide visual imagery to the communication of processes, concepts, exemplar phenomena, and general information. Objects such as graphs, tables, diagrams, animations, and pictures fall in this category. Existing literature focuses primarily on the use of visualizations in the science field at the high school level, collegiate levels, and in pre-service teacher education programs. A gap in the literature exists which examines how science teachers at the middle school level perceive and use visualizations as instructional components in the classroom. The purpose of this study was to examine science teachers views on the barriers and facilitators that guided visualization-based instruction in middle school science classrooms. Participants in this study included three science teachers from a small urban middle school in the Southern region of the United States. Grounded theory was used to collect data through semi-structured interviews, classroom observations, lesson plan analysis, card sorting tasks, and a learning style inventory. Data was deductively coded to determine trends which resulted in the development of the theory, Visualization-based Pedagogical Content Knowledge (V-PCK). Results also indicated that while teachers viewed visualizations in a positive manner, their use of visualizations were limited to methods that produced little to no new student knowledge. Integration into the classroom was heavily influenced by the classroom environment and teachers’ previous experiences with visualizations. The findings of this study indicated there is a need for professional development opportunities in this area to better allow teachers to utilize visualizations as a teaching and learning tool in the middle school science classroom

A mixed methods investigation of post-secondary students\u27 long bone anatomy knowledge retention through constructivism and the works of Vesalius

Understanding human long bone anatomy is an important concept to master for post-secondary students that major in medical fields since skeletal structures assist in locating a pulse, conducting clinical procedures, and identifying injection sites. Skeletal anatomy is also used to name structures associated with other organ systems like veins, arteries, and nerves. This explanatory mixed methods study explores post-secondary students’ knowledge retention and perception of various constructivist activities that utilize historical approaches based on the works of Vesalius, the Father of Modern Anatomy to teach long bone anatomy. Three treatment groups and one controlled comparison group (n= 92) were provided an online demographic survey, pre and posttests the day of the experimental lesson, a questionnaire regarding enjoyment and utilization of the activity, and two additional posttests given four and twelve weeks after the activity to gather knowledge retention data. Thirteen participants who fell within the quantitative tails of the first posttest assessment were interviewed regarding the activity. Coded interviews, field notes, observations and quantitative data were used for meta-inference. The data suggests that the osteology activities that incorporate historical and constructivist aspects increased students’ enjoyment, knowledge retention, and self-directed learning outside the classroom. The group that utilized multiple learning modalities through drawing and creating mental maps with blindfolds showed a positive significant difference (p \u3c 0.05) among other treatments with respect to knowledge retention twelve weeks after the activity. Meta-inference of data suggests the utilization of constructivist activities that cater to several learning modalities will facilitate partner interaction, increase laboratory enjoyment, provide students with additional study techniques, and enhance knowledge retention the day of the activity and twelve weeks after the activity. This study fills a gap in the literature in which the incorporation of constructivist activities designed using historicality of cognition, active and meaningful learning have not been explored with regards to knowledge retention within an osteology laboratory setting. Additionally, this study could be used across disciplines and will be beneficial to educators, scientists, medical students and undergraduate students

A Review and Selective Analysis of 3D Display Technologies for Anatomical Education

The study of anatomy is complex and difficult for students in both graduate and undergraduate education. Researchers have attempted to improve anatomical education with the inclusion of three-dimensional visualization, with the prevailing finding that 3D is beneficial to students. However, there is limited research on the relative efficacy of different 3D modalities, including monoscopic, stereoscopic, and autostereoscopic displays. This study analyzes educational performance, confidence, cognitive load, visual-spatial ability, and technology acceptance in participants using autostereoscopic 3D visualization (holograms), monoscopic 3D visualization (3DPDFs), and a control visualization (2D printed images). Participants were randomized into three treatment groups: holograms (n=60), 3DPDFs (n=60), and printed images (n=59). Participants completed a pre-test followed by a self-study period using the treatment visualization. Immediately following the study period, participants completed the NASA TLX cognitive load instrument, a technology acceptance instrument, visual-spatial ability instruments, a confidence instrument, and a post-test. Post-test results showed the hologram treatment group (Mdn=80.0) performed significantly better than both 3DPDF (Mdn=66.7, p=.008) and printed images (Mdn=66.7, p=.007). Participants in the hologram and 3DPDF treatment groups reported lower cognitive load compared to the printed image treatment (p \u3c .01). Participants also responded more positively towards the holograms than printed images (p \u3c .001). Overall, the holograms demonstrated significant learning improvement over printed images and monoscopic 3DPDF models. This finding suggests additional depth cues from holographic visualization, notably head-motion parallax and stereopsis, provide substantial benefit towards understanding spatial anatomy. The reduction in cognitive load suggests monoscopic and autostereoscopic 3D may utilize the visual system more efficiently than printed images, thereby reducing mental effort during the learning process. Finally, participants reported positive perceptions of holograms suggesting implementation of holographic displays would be met with enthusiasm from student populations. These findings highlight the need for additional studies regarding the effect of novel 3D technologies on learning performance

Propiedades de la escala cibisa en diferentes contextos de aprendizaje y evaluación en cuidados de enfermería

El contexto educativo en el que se ubica la disciplina enfermera y, por lo tanto, el aprendizaje en cuidados en España ha sido muy variable y rezagado respecto al desarrollo de la disciplina en otros países. En este sentido, uno de los momentos clave, junto con la inclusión definitiva de la formación en el ámbito universitario en 1977, fue la adaptación de las titulaciones universitarias al Espacio Europeo de Educación Superior (EEES). Este proceso supuso grandes cambios en el modelo de enseñanza-aprendizaje y en los sistemas de evaluación. El nuevo paradigma, centrado en el aprendizaje, pretende dirigir la atención a otras dimensiones formativas que van más allá de la tradicional acumulación de conocimientos. Uno de los cambios propuestos en este nuevo marco educativo ha consistido en centrar el interés en que el alumno adquiera competencias. Esto implica que el profesorado universitario se enfrenta al reto de hallar herramientas que permitan evaluar el aprendizaje y la adquisición de competencias en cuidados con la dificultad de poner en valor todos los elementos intangibles, pero imprescindibles, que implica la acción de cuidar. Estos elementos intangibles se han denominado cuidados invisibles y se han definido como acciones de cuidados, orientadas fundamentalmente al bienestar físico, emocional y espiritual, que las enfermeras realizan intencionadamente, pero que no son registrables; y aquellas otras acciones que, siendo susceptibles de ser registradas, no se reflejan en ningún lugar, con lo que los propios profesionales las hacen invisibles. El objetivo principal de esta tesis doctoral es analizar la validez, fiabilidad y utilidad de la escala CIBISA, y sus adaptaciones, para evaluar el aprendizaje en cuidados con perspectiva de cuidados invisibles del alumnado de Grado de Enfermería en diferentes ámbitos evaluativos.Para ello, se realizaron cuatro estudios con metodología mixta, cuantitativa y cualitativa. La población diana la constituyen los estudiantes de grado de enfermería. Además, en uno de los estudios se contó con un grupo de docentes expertos que dieron a conocer su opinión acerca de la escala en contextos de simulación clínica. La escala CIBISA, y sus adaptaciones, han demostrado ser instrumentos válidos, fiables y útiles para evaluar el aprendizaje en cuidados con perspectiva de cuidados invisibles en el alumnado de Grado de Enfermería en los diferentes ámbitos evaluativos en los que se ha utilizado. La escala CIBISA ha mantenido, en los escenarios en los que se ha evaluado, sus características de unidimensionalidad y fiabilidad. Sin embargo, no se ha podido corroborar su independencia de variables como el centro educativo o la edad. A pesar de su adecuada validez, fiabilidad y utilidad se han observado aspectos mejorables en la construcción de la escala, por lo que se ha elaborado una nueva propuesta corregida para su posterior validación.Los Eventos Notables son una herramienta cualitativa que complementa la escala CIBISA aportando la subjetividad del alumnado y permitiendo la reflexión sobre algunas situaciones clínicas reseñables vividas durante las prácticas clínicas.<br /