Hostname: page-component-586b7cd67f-rcrh6 Total loading time: 0 Render date: 2024-11-23T10:49:40.508Z Has data issue: false hasContentIssue false
  • English
  • Français

Role of a computer-generated three-dimensional laryngeal model in anatomy teaching for advanced learners

Published online by Cambridge University Press:  11 November 2011

S Tan ,
A Hu ,
T Wilson ,
H Ladak ,
P Haase  and
K Fung
S Tan
Affiliation:
Department of Otolaryngology – Head and Neck Surgery, University of Western Ontario, London, Ontario, Canada
A Hu
Affiliation:
Department of Otolaryngology – Head and Neck Surgery, University of Western Ontario, London, Ontario, Canada
T Wilson
Affiliation:
Department of Anatomy and Cell Biology, University of Western Ontario, London, Ontario, Canada
H Ladak
Affiliation:
Department of Medical Biophysics and Electrical and Computer Engineering, University of Western Ontario, London, Ontario, Canada
P Haase
Affiliation:
Department of Anatomy and Cell Biology, University of Western Ontario, London, Ontario, Canada
K Fung*
Affiliation:
Department of Otolaryngology – Head and Neck Surgery, University of Western Ontario, London, Ontario, Canada
*
Address for correspondence: Dr Kevin Fung, London Health Sciences Centre – Victoria Hospital, 800 Commissioner Rd East, London, Ontario N6A 5W9, Canada Fax: +1 (519) 685 8567 E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Objectives:

(1) To investigate the efficacy of a computer-generated three-dimensional laryngeal model for laryngeal anatomy teaching; (2) to explore the relationship between students' spatial ability and acquisition of anatomical knowledge; and (3) to assess participants' opinion of the computerised model.

Subjects and methods:

Forty junior doctors were randomised to undertake laryngeal anatomy study supplemented by either a three-dimensional computer model or two-dimensional images. Outcome measurements comprised a laryngeal anatomy test, the modified Vandenberg and Kuse mental rotation test, and an opinion survey.

Results:

Mean scores ± standard deviations for the anatomy test were 15.7 ± 2.0 for the ‘three dimensions’ group and 15.5 ± 2.3 for the ‘standard’ group (p = 0.7222). Pearson's correlation between the rotation test scores and the scores for the spatial ability questions in the anatomy test was 0.4791 (p = 0.086, n = 29). Opinion survey answers revealed significant differences in respondents' perceptions of the clarity and ‘user friendliness’ of, and their preferences for, the three-dimensional model as regards anatomical study.

Conclusion:

The three-dimensional computer model was equivalent to standard two-dimensional images, for the purpose of laryngeal anatomy teaching. There was no association between students' spatial ability and functional anatomy learning. However, students preferred to use the three-dimensional model.

Keywords

Medical EducationAnatomyLarynxComputer Model
Type
Main Articles
Information
The Journal of Laryngology & Otology , Volume 126 , Issue 4 , April 2012 , pp. 395 - 401
Copyright
Copyright © JLO (1984) Limited 2011

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

Presented at the 2010 American Academy of Otolaryngology – Head and Neck Surgery Annual Meeting and OTO Expo, 26–29 September 2010, Boston, Massachusetts, USA

References

1Florance, V. Better Health in 2010: a report by the AAMC's better_health 2010 Advisory Board. Association of American Medical Colleges (Available at: www.aamc.org/betterhealth/)Google Scholar
2Hu, A, Wilson, T, Ladak, H, Haase, P, Fung, K. Three-dimensional educational computer model of the larynx: voicing a new direction. Arch Otolaryngol Head Neck Surg 2009;135:677–81CrossRefGoogle ScholarPubMed
3Hu, A, Wilson, T, Ladak, H, Haase, P, Doyle, P, Fung, K. Evaluation of a three-dimensional educational computer model of the larynx: voicing a new direction. J Otolaryngol Head Neck Surg 2010;39:315–22Google ScholarPubMed
4Peters, M, Laeng, B, Latham, K, Jackson, M, Zaiyouna, R, Richardson, C. A redrawn Vandenberg and Kuse mental rotations test: different versions and factors that affect performance. Brain Cogn 1995;28:39–58CrossRefGoogle ScholarPubMed
5Khalil, MK, Johnson, TE, Lamar, CH. Comparison of computer-based and paper-based imagery strategies in learning anatomy. Clin Anat 2005;18:457–64CrossRefGoogle ScholarPubMed
6Garg, AX, Norman, GR, Sperotable, L. How medical students learn spatial anatomy. Lancet 2001;357:363–4CrossRefGoogle ScholarPubMed
7Garg, AX, Norman, GR, Spero, L, Maheshwari, P. Do virtual computer models hinder anatomy learning? Acad Med 1999;74(10 suppl):S87–9CrossRefGoogle ScholarPubMed
8Garg, AX, Norman, GR, Eva, KW, Spero, L, Sharan, S. Is there any virtue of virtual reality? The minor role of multiple orientations in learning anatomy from computers. Acad Med 2002;77(10 suppl):S97–9CrossRefGoogle ScholarPubMed
9Chandra, EB, Savoldelli, GI, Joo, HS, Weiss, ID, Naik, VN. Fiberoptic oral intubation: the effect of model fidelity on training for transfer to patient care. Anesthesiology 2008;109:1007–13CrossRefGoogle ScholarPubMed
10Sidhu, RS, Park, J, Brydges, R, MacRae, HM, Dubrowski, A. Laboratory-based vascular anastomosis training: a randomized controlled trial evaluating the effects of bench model fidelity and level of training on skill acquisition. J Vasc Surg 2007;45:343–9CrossRefGoogle ScholarPubMed
11Friedman, Z, You-Ten, KE, Bould, MD, Naik, V. Teaching lifesaving procedures: the impact of model fidelity on acquisition and transfer of cricothyrotomy skills to performance on cadavers. Anesth Analg 2008;107:1663–9CrossRefGoogle ScholarPubMed
12Nicholson, DT, Chalk, C, Funnell, WR, Daniel, SJ. Can virtual reality improve anatomy education? A randomised controlled study of a computer-generated three-dimensional anatomical ear model. Med Educ 2006;40:1081–7CrossRefGoogle ScholarPubMed
13Corton, MM, McIntire, DD, Wai, CY, Ling, FW, Wendel, GD Jr.A comparison of an interactive computer-based method with a conventional reading approach for learning pelvic anatomy. Am J Obstet Gynecol 2006;195:1438–43CrossRefGoogle ScholarPubMed
14Risucci, DA, Geiss, A, Gellman, L, Pinard, B, Rosser, J. Surgeon-specific factors in the acquision of laparoscopic surgical skills. Am J Surg 2001;181:289–93CrossRefGoogle Scholar
15Wanzel, KR, Hamstra, SJ, Anastakis, DJ, Matsumoto, ED, Cusimano, MD. Effect of visual-spatial ability on learning of spatially complex surgical skills. Lancet 2002;359:230–1CrossRefGoogle ScholarPubMed
16Rochford, K. Spatial learning disabilities and underachievement among university anatomy students. Med Educ 1985;19:13–26CrossRefGoogle ScholarPubMed
17Guillot, A, Champely, S, Batier, C, Thiriet, P, Collet, C. Relationship between spatial abilities, mental rotation and functional anatomy learning. Adv Health Sci Educ Theory Pract 2007;12:491–507CrossRefGoogle ScholarPubMed
18Hoyek, N, Collet, C, Rastello, , Fargier, P, Thiriet, P, Guillot, A. Enhancement of mental rotation abilities and its effect on anatomy learning. Teach Learn Med 2009;21:201–6CrossRefGoogle ScholarPubMed
19Hariri, S, Rawn, C, Srivastava, S, Youngblood, P, Ladd, A. Evaluation of a surgical simulator for learning clinical anatomy. Med Educ 2004;38:896–902CrossRefGoogle ScholarPubMed
20Grober, ED, Hamstra, SJ, Wanzel, KR, Reznick, RK, Matsumoto, ED, Sidhu, RS et al. The educational impact of bench model fidelity on the acquisition of technical skill: the use of clinically relevant outcome measures. Ann Surg 2004;240:374–81CrossRefGoogle ScholarPubMed