Abstract
Introduction
Residency programs are demanding an increased understanding of cross-sectional anatomy from entering students. In response to a decrease in the curriculum hours being devoted to the study of anatomy and an increase in self-directed, computer-based learning, a Web-based cross-sectional learning tool (3D-X) was developed. The effectiveness of 3D-X was assessed.
Methodology
Undergraduate anatomy students (n=82) were randomly assigned to two groups. Group one spent the 50-minute learning session studying the structures of the abdomen from a prosection in the anatomy lab. Group two spent the first half of the lab session studying from a prosection in the anatomy lab and the second half in the computer lab using 3D-X.
Results
Students in group two scored significantly higher than their group one counterparts on both an identification-based CT posttest, and a one-month follow-up test. Qualitative analysis revealed that students found the tool useful when presented as an adjunct to traditional gross anatomy.
Conclusions
3D-X, when presented in addition to traditional gross anatomy, can improve students’ ability to identify anatomical structures in CT images, as well as improving anatomical knowledge of the abdomen.
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Dorosh, K., Bhattacharyya, S., Haase, P. et al. Effectiveness of a Dynamic Cross-Sectional Anatomy Learning Tool (3D-X) at Improving Students’ Ability to Interpret CT Images. Med.Sci.Educ. 23, 364–376 (2013). https://doi.org/10.1007/BF03341648
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DOI: https://doi.org/10.1007/BF03341648