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<p>When incorporating new technology into medical curricula, it is essential to evaluate student success and resource preference. Our team created a database of virtual 3D scanned prosections for students to use while studying Gross Anatomy. Incoming first year medical students were recruited to take part in a study examining the effectiveness and preference for this resource. The study was conducted in four parts: first, a pre-test using physical prosections and images of virtual 3D scans of prosections; second, a teaching session using physical prosections or virtual 3D scans of prosections; third, a post-test identical to the pre-test; forth, a post-test survey. Twenty-nine students participated in this study (physical prosection teaching group [physical]= 15; virtual 3D scans teaching group [virtual] = 14). Exam scores significantly increased in both groups regardless of past anatomy experience with no significance found between groups (physical = 42.6% ± 17.9%; virtual = 44.3% ± 24.0%; <i>P</i> &lt; 0.01). Students taught using the virtual 3D scans were more likely to agree that they “would be able to sufficiently learn anatomy using 3D scans” (physical = 3.0 ± 0.8; virtual = 4.1 ± 1.1; <i>P</i> &lt; 0.01). Regardless of teaching group, students disagreed that they “would have a similar lab experience if they learned 3D scans instead of dissection” (physical = 2.1 ± 0.6; virtual = 2.5 ± 0.8), but agreed that they would use the virtual 3D scans to prepare for the dissection lab and practical/written exam (physical = 4.5 ± 0.8; virtual = 4.9 ± 0.3). This study demonstrates that virtual 3D scans are comparable to physical prosections in anatomy learning, but students do not support this resource replacing the dissection process.</p>

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A Practical Examination and Feedback Survey Evaluating Learners Taught Using Physical Prosections vs. 3D Models of Prosections of the External Heart

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年6月26日

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  • Stephanie A. Waldman,
  • Zane Sejdiu,
  • Shannon M. O’Hara,
  • Jed S. Shumsky,
  • Caitlin A. Howe

摘要

When incorporating new technology into medical curricula, it is essential to evaluate student success and resource preference. Our team created a database of virtual 3D scanned prosections for students to use while studying Gross Anatomy. Incoming first year medical students were recruited to take part in a study examining the effectiveness and preference for this resource. The study was conducted in four parts: first, a pre-test using physical prosections and images of virtual 3D scans of prosections; second, a teaching session using physical prosections or virtual 3D scans of prosections; third, a post-test identical to the pre-test; forth, a post-test survey. Twenty-nine students participated in this study (physical prosection teaching group [physical]= 15; virtual 3D scans teaching group [virtual] = 14). Exam scores significantly increased in both groups regardless of past anatomy experience with no significance found between groups (physical = 42.6% ± 17.9%; virtual = 44.3% ± 24.0%; P < 0.01). Students taught using the virtual 3D scans were more likely to agree that they “would be able to sufficiently learn anatomy using 3D scans” (physical = 3.0 ± 0.8; virtual = 4.1 ± 1.1; P < 0.01). Regardless of teaching group, students disagreed that they “would have a similar lab experience if they learned 3D scans instead of dissection” (physical = 2.1 ± 0.6; virtual = 2.5 ± 0.8), but agreed that they would use the virtual 3D scans to prepare for the dissection lab and practical/written exam (physical = 4.5 ± 0.8; virtual = 4.9 ± 0.3). This study demonstrates that virtual 3D scans are comparable to physical prosections in anatomy learning, but students do not support this resource replacing the dissection process.