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

Forest dynamics following spruce budworm outbreaks in the northern and southern mixedwoods of central Quebec

The effects of 20th century spruce budworm (Choristoneura fumiferana (Clem.)) outbreaks on forest dynamics was examined in the southern and northern parts of the mixedwood forest zone in central Quebec, Canada. In each region, three study areas were placed in unmanaged stands that had not burned for more than 200 years. Disturbance impacts and forest succession were evaluated using aerial photographs and dendrochronology. Spruce budworm outbreaks occurred around 1910, 1950, and 1980 in both regions. The 1910 outbreak seemed to have limited impact in both regions, and the 1950 outbreak caused heavy mortality in conifer stands (mostly of balsam fir, Abies balsamea (L.) Mill.) in the southern region. The 1980 outbreak caused major mortality in the northern region, but had little impact in the southern region. Successive spruce budworm outbreaks led to a massive invasion by hardwood species in the last century in the southern region but not in the northern region. The reason for such contrasting dynamics between regions is unknown, but we hypothesize that differences in disturbance intensities, influenced by climate, played a major role. Results from this study emphasize that generalizations about the effect of spruce budworm outbreaks on forest dynamics cannot be derived from observations made during a single outbreak or at a single location

Track A Basic Science

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/138319/1/jia218438.pd

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