Virtual Application As A Teaching Tool For Anatomy Education

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Objective: Virtual reality applications provide an effective learning tool. This chapter evaluates Visible Bodies 3-D Anatomy atlas as a tool for anatomic education Methods: Two medical student groups (experimental, n=8; control, n=7) studied central neck anatomy using either the virtual application or textbooks. Their knowledge of anatomic structural relationships was then tested. Results: The mean scores were 22.5 +/- 2.14 and 18.86 +/- 2.85 out of 28 for the virtual application and control groups, respectively (P = 0.01). Moreover, the percent increase from pretest to post test was 31.61 +/-11.08 and 13.06 +/- 7.63 for the experimental and control groups, respectively. A five-question survey asking the students to rate their respective study modality (1-5 scale, with 1 being extremely negative and 5 being extremely positive) did show significant difference in every question. Specifically, students in the virtual applicationand textbook group were asked to grade the effectiveness of their study modality's ability to teach anatomy as 4.12 +/- 0.83 and 3.14 +/- 0.90 (P = 0.0471), respectively. Students in the virtual application group rated the likelihood of future use, if available, as 4.75 +/- 0.71, whereas the textbook group rated it as 3.43 +/- 0.98 (P = 0.0096). The virtual application group reported ease of use for their study modality as 4.13 +/- 0.83, whereas the textbook group reported ease of use for their study modality as 2.71 +/- 0.95 (P = 0.0091). The virtual application group rated ease of learning as 4.13 +/- 0.64, whereas the textbook group rated it as 2.29 +/- 0.76 (P = 0.0002). Finally, the virtual application was rated as 4.13 +/- 1.13 for image realism, whereas the textbook method was rated as 2.57 +/- 0.98 (P = 0.0141). Conclusion: Virtual application can be an effective tool in teaching central neck anatomy. This chapter may help shape the future of anatomic education and the development of modern educational tools.

Original languageEnglish (US)
Title of host publicationVirtual Reality: Technologies, Medical Applications and Challenges
PublisherNova Science Publishers, Inc.
Pages149-157
Number of pages9
ISBN (Print)9781634631990, 9781633219335
StatePublished - Apr 1 2014

Fingerprint

Textbooks
Anatomy
Teaching
Education
Students
Neck
Learning
Control Groups
Aptitude
Atlases
Medical Students

ASJC Scopus subject areas

  • Psychology(all)
  • Medicine(all)

Cite this

Von Samek, A., Gibber, M. J., Fried, M. P., & Schiff, B. A. (2014). Virtual Application As A Teaching Tool For Anatomy Education. In Virtual Reality: Technologies, Medical Applications and Challenges (pp. 149-157). Nova Science Publishers, Inc..

Virtual Application As A Teaching Tool For Anatomy Education. / Von Samek, Adam; Gibber, Marc J.; Fried, Marvin P.; Schiff, Bradley A.

Virtual Reality: Technologies, Medical Applications and Challenges. Nova Science Publishers, Inc., 2014. p. 149-157.

Research output: Chapter in Book/Report/Conference proceedingChapter

Von Samek, A, Gibber, MJ, Fried, MP & Schiff, BA 2014, Virtual Application As A Teaching Tool For Anatomy Education. in Virtual Reality: Technologies, Medical Applications and Challenges. Nova Science Publishers, Inc., pp. 149-157.
Von Samek A, Gibber MJ, Fried MP, Schiff BA. Virtual Application As A Teaching Tool For Anatomy Education. In Virtual Reality: Technologies, Medical Applications and Challenges. Nova Science Publishers, Inc. 2014. p. 149-157
Von Samek, Adam ; Gibber, Marc J. ; Fried, Marvin P. ; Schiff, Bradley A. / Virtual Application As A Teaching Tool For Anatomy Education. Virtual Reality: Technologies, Medical Applications and Challenges. Nova Science Publishers, Inc., 2014. pp. 149-157
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abstract = "Objective: Virtual reality applications provide an effective learning tool. This chapter evaluates Visible Bodies 3-D Anatomy atlas as a tool for anatomic education Methods: Two medical student groups (experimental, n=8; control, n=7) studied central neck anatomy using either the virtual application or textbooks. Their knowledge of anatomic structural relationships was then tested. Results: The mean scores were 22.5 +/- 2.14 and 18.86 +/- 2.85 out of 28 for the virtual application and control groups, respectively (P = 0.01). Moreover, the percent increase from pretest to post test was 31.61 +/-11.08 and 13.06 +/- 7.63 for the experimental and control groups, respectively. A five-question survey asking the students to rate their respective study modality (1-5 scale, with 1 being extremely negative and 5 being extremely positive) did show significant difference in every question. Specifically, students in the virtual applicationand textbook group were asked to grade the effectiveness of their study modality's ability to teach anatomy as 4.12 +/- 0.83 and 3.14 +/- 0.90 (P = 0.0471), respectively. Students in the virtual application group rated the likelihood of future use, if available, as 4.75 +/- 0.71, whereas the textbook group rated it as 3.43 +/- 0.98 (P = 0.0096). The virtual application group reported ease of use for their study modality as 4.13 +/- 0.83, whereas the textbook group reported ease of use for their study modality as 2.71 +/- 0.95 (P = 0.0091). The virtual application group rated ease of learning as 4.13 +/- 0.64, whereas the textbook group rated it as 2.29 +/- 0.76 (P = 0.0002). Finally, the virtual application was rated as 4.13 +/- 1.13 for image realism, whereas the textbook method was rated as 2.57 +/- 0.98 (P = 0.0141). Conclusion: Virtual application can be an effective tool in teaching central neck anatomy. This chapter may help shape the future of anatomic education and the development of modern educational tools.",
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AB - Objective: Virtual reality applications provide an effective learning tool. This chapter evaluates Visible Bodies 3-D Anatomy atlas as a tool for anatomic education Methods: Two medical student groups (experimental, n=8; control, n=7) studied central neck anatomy using either the virtual application or textbooks. Their knowledge of anatomic structural relationships was then tested. Results: The mean scores were 22.5 +/- 2.14 and 18.86 +/- 2.85 out of 28 for the virtual application and control groups, respectively (P = 0.01). Moreover, the percent increase from pretest to post test was 31.61 +/-11.08 and 13.06 +/- 7.63 for the experimental and control groups, respectively. A five-question survey asking the students to rate their respective study modality (1-5 scale, with 1 being extremely negative and 5 being extremely positive) did show significant difference in every question. Specifically, students in the virtual applicationand textbook group were asked to grade the effectiveness of their study modality's ability to teach anatomy as 4.12 +/- 0.83 and 3.14 +/- 0.90 (P = 0.0471), respectively. Students in the virtual application group rated the likelihood of future use, if available, as 4.75 +/- 0.71, whereas the textbook group rated it as 3.43 +/- 0.98 (P = 0.0096). The virtual application group reported ease of use for their study modality as 4.13 +/- 0.83, whereas the textbook group reported ease of use for their study modality as 2.71 +/- 0.95 (P = 0.0091). The virtual application group rated ease of learning as 4.13 +/- 0.64, whereas the textbook group rated it as 2.29 +/- 0.76 (P = 0.0002). Finally, the virtual application was rated as 4.13 +/- 1.13 for image realism, whereas the textbook method was rated as 2.57 +/- 0.98 (P = 0.0141). Conclusion: Virtual application can be an effective tool in teaching central neck anatomy. This chapter may help shape the future of anatomic education and the development of modern educational tools.

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