Brewer Danielle N, Wilson Timothy D, Eagleson Roy, de Ribaupierre Sandrine
Departement of Anatomy and Cell Biology, CRIPT, UWO.
Stud Health Technol Inform. 2012;173:85-91.
As one of the more difficult components of any curricula, neuroanatomy poses many challenges to students - not only because of the numerous discrete structures, but also due to the complicated spatial relations between them, which must be learned. Traditional anatomical education uses 2D images with a focus on dissection. This approach tends to underestimate the cognitive leaps required between textbook, lecture, and dissection cases. With reduced anatomical teaching time available, and varying student spatial abilities, new techniques are needed for training. The goal of this study is to assess the improvement of trainee understanding of 3D brain anatomy, orientation, visualization, and navigation through the use of digital training regimes in comparison with current methods. Two subsets of health science and medical students were tested individually after being given a group lecture and either a pre- or post-dissection digital lab. Results suggest that exposure to a 3D digital lab may improve knowledge acquisition and understanding by the students, particularly for first time learners.
作为所有课程中较难的部分之一，神经解剖学给学生带来了诸多挑战——不仅因为有众多分散的结构，还由于它们之间复杂的空间关系也必须掌握。传统的解剖学教育使用二维图像并侧重于解剖。这种方法往往低估了在教科书、讲座和解剖案例之间所需的认知跨越。鉴于可用的解剖教学时间减少，以及学生空间能力各不相同，因此需要新的培训技术。本研究的目的是评估与当前方法相比，通过使用数字化培训方案，学员对三维脑解剖学、定向、可视化和导航的理解是否有所改善。两组健康科学和医学专业的学生在参加小组讲座以及解剖前或解剖后的数字实验室后，分别接受了测试。结果表明，接触三维数字实验室可能会提高学生的知识获取和理解能力，尤其是对于初次学习者。
