School of Medicine (Optometry), Faculty of Health, Deakin University, Geelong, Victoria, Australia.
Health Learning Design Pod, Deakin Learning Futures, Deakin University, Geelong, Victoria, Australia.
Anat Sci Educ. 2019 Sep;12(5):518-528. doi: 10.1002/ase.1840. Epub 2018 Nov 8.
Understanding orbital anatomy is important for optometry students, but the learning resources available are often fragile, expensive, and accessible only during scheduled classes. Drawing on a constructivist, personalized approach to learning, this study investigated students' perceptions of an alternative learning resource: a three-dimensional (3D) printed model used in an active learning task. A human skull was three-dimensionally scanned and used to produce a 3D printed model for each student. Students actively participated in model creation by tracing suture lines and coloring individual orbital bones during a practical class, then keeping the model for future study. Students' perceptions of the 3D orbital model were examined through a questionnaire: the impact the model had on their learning; perceptions of the 3D orbit compared to traditional resources; and utility of having their own personalized model. The 3D orbit was well received by the student cohort. Participants (n = 69) preferred the 3D orbit as a resource for learning orbital bone anatomy compared to traditional learning resources, believing the model helped them to understand and visualize the spatial relationships of the bones, and that it increased their confidence to apply this knowledge. Overall, the participants liked that they co-created the model, could touch and feel it, and that they had access to it whenever they liked. Three-dimensional printing technology has the potential to enable the creation of effective learning resources that are robust, low-cost and readily accessible to students, and should be considered by anyone wishing to incorporate personalized resources to their multimodal teaching repertoire.
了解眼眶解剖结构对验光学生很重要，但可用的学习资源往往易碎、昂贵，并且只能在预定的课程中使用。本研究基于建构主义、个性化的学习方法，调查了学生对替代学习资源的看法：一种用于主动学习任务的三维（3D）打印模型。对一个人类头骨进行了三维扫描，并为每个学生制作了一个 3D 打印模型。学生在实践课上通过追踪缝线和为个别眼眶骨上色积极参与模型制作，然后保留模型以备将来学习。学生通过问卷了解他们对 3D 眼眶模型的看法：模型对他们学习的影响；对 3D 眼眶与传统资源的看法；以及拥有自己个性化模型的实用性。3D 眼眶模型受到学生群体的欢迎。参与者（n=69）更喜欢将 3D 眼眶作为学习眼眶骨解剖结构的资源，而不是传统的学习资源，他们认为模型帮助他们理解和可视化骨骼的空间关系，并增加了他们应用这些知识的信心。总体而言，参与者喜欢他们共同创建的模型，能够触摸和感受它，并且可以随时访问它。3D 打印技术有可能创造出强大、低成本且易于学生获取的有效学习资源，对于任何希望将个性化资源纳入其多模式教学组合的人来说，都值得考虑。
