Rathia Dharam Singh, Rathore Mrithunjay, John Meryl, Ukey Rahul K
Anatomy, All India Institute of Medical Sciences, Raipur, IND.
Anatomy, Christian Medical College, Vellore, IND.
Cureus. 2023 Oct 4;15(10):e46503. doi: 10.7759/cureus.46503. eCollection 2023 Oct.
Introduction Osteology is the detailed study of the structure of the bones. This study assesses the effectiveness of employing the 3D visualization tool Anatomage table as a learning adjunct to osteology training in first-year medical students by post-test evaluations related to the humerus, radius, and ulna bones. Method This study was conducted in first-year medical graduate students in the Department of Anatomy, All India Institute of Medical Science (AIIMS), Raipur, India. Students included in the study were divided into two groups by simple random sampling after voluntary consent. The study group students, Group A, were taught osteology by traditional teaching and visualizing bone with a tool, an Anatomage table. The control group (Group B) is for traditional teaching. The study involved demonstrating each group's humerus, radius, and ulna bones, with sessions lasting 60 minutes. After each topic, a post-test was administered. A total of 94 students for the test for the humerus bone, 98 students for the radius bones, and 85 students for the ulna bones responded to the post-test conducted after sessions. Descriptive statistics were assessed using mean and standard deviation. Independent sample t-tests compare the mean marks obtained post-test by two groups of students. Results The results indicated that students in Group A scored higher mean marks than their counterparts in Group B across all three bone post-tests, but the significance of the differences varied. For humerus, mean marks obtained by students of Group A (Anatomage table teaching) (mean±SD: 4.00± 1.10) were higher than those of Group B (traditional teaching) (mean±SD: 3.63± 1.36). Still, we do not observe a statistically significant difference in mean marks of students of Group A vs. students of Group B (P=0.166, P>0.05). For radius, we observe statistically higher mean marks among students of Group A (mean±SD: 3.72±0.944) compared to students of Group B (mean±SD: 3.22±1.08) (P=0.021, P<0.05). Similarly, for ulna, we observe higher mean marks for Group A (mean±SD: 3.18.00±1.55) as compared to Group B (mean±SD: 3.13±1.21) but do not observe a statistically significant difference in mean marks of students of Group A vs. students of Group B (P=0.875, P>.05). Conclusion Including the Anatomage table for visualization during osteology sessions yielded benefits for all three sessions. Future studies could employ more extensive and diverse samples to validate the findings further and incorporate qualitative methods to gain insights into students' perceptions of both teaching methods.
引言
骨学是对骨骼结构的详细研究。本研究通过与肱骨、桡骨和尺骨相关的测试后评估，来评估使用3D可视化工具解剖数码互动解剖桌作为一年级医学生骨学培训学习辅助工具的有效性。
方法
本研究在印度赖布尔全印医学科学研究所（AIIMS）解剖学系的一年级医学研究生中进行。在获得自愿同意后，通过简单随机抽样将纳入研究的学生分为两组。研究组A组的学生通过传统教学和使用解剖数码互动解剖桌工具可视化骨骼来学习骨学。对照组（B组）采用传统教学。该研究包括展示每组的肱骨、桡骨和尺骨，课程时长为60分钟。每个主题讲解后进行一次测试后评估。共有94名学生参加了肱骨测试，98名学生参加了桡骨测试，85名学生参加了尺骨测试，并对课程后的测试后评估做出了回应。使用均值和标准差评估描述性统计数据。独立样本t检验比较两组学生测试后获得的平均分数。
结果
结果表明，在所有三项骨骼测试后评估中，A组学生的平均分数高于B组学生，但差异的显著性各不相同。对于肱骨，A组（解剖数码互动解剖桌教学）学生获得的平均分数（均值±标准差：4.00±1.10）高于B组（传统教学）（均值±标准差：3.63±1.36）。然而，我们未观察到A组学生与B组学生的平均分数存在统计学显著差异（P = 0.166，P>0.05）。对于桡骨，我们观察到A组学生（均值±标准差：3.72±0.944）的平均分数在统计学上高于B组学生（均值±标准差：3.22±1.08）（P = 0.021，P<0.05）。同样，对于尺骨，我们观察到A组（均值±标准差：3.18±1.55）的平均分数高于B组（均值±标准差：3.13±1.21），但未观察到A组学生与B组学生的平均分数存在统计学显著差异（P = 0.875，P>0.05）。
结论
在骨学课程中纳入解剖数码互动解剖桌进行可视化，对所有三个课程都有好处。未来的研究可以采用更广泛和多样的样本，以进一步验证研究结果，并采用定性方法来深入了解学生对两种教学方法的看法。
