Industrial Engineering Department, School of Engineering, Pontificia Universidad Javeriana Bogotá, Bogotá, Colombia.
Department of Industrial Engineering, School of Engineering, Pontificia Universidad Javeriana, Bogotá, Colombia.
BMC Med Educ. 2024 Aug 30;24(1):946. doi: 10.1186/s12909-024-05829-w.
Currently, multiple tools exist to teach and learn anatomy, but finding an adequate activity is challenging. However, it can be achieved through haptic experiences, where motivation is the means of a significant learning process. This study aimed to evaluate a haptic experience to determine if a tactile and painting with color marker interactive experience, established a better learning process in comparison to the traditional 2D workshop on printed paper with photographs.
Plaster bone models of the scapulae, humerus and clavicle were elaborated from a computerized scan tomography. Second year undergraduate medical students were invited to participate, where subjects were randomly assigned to the traditional 2D method or the 3D plaster bone model. A third group decided not to join any workshop. Following, all three groups were evaluated on bone landmarks and view, laterality, muscle insertions and functions. 2D and 3D workshop students were asked their opinion in a focus group and answered a survey regarding the overall perception and learning experience. Evaluation grades are presented as mean ± standard deviation, and answers from the survey are presented as percentages.
The survey demonstrated the students in the 3D model graded the experience as outstanding, and in five out of the six questions, answers were very good or excellent. In contrast, for students participating in the 2D workshop the most common answers were fair or good. The exception was the answer regarding the quiz, where both groups considered it good, despite the average among all groups not being a passing grade.
To learn the anatomy of the shoulder, the conventional methodology was compared with a haptic experience, where plaster bone models were used, enabling students to touch and paint on them. Based on the focus group and survey this study revealed the 3D workshop was an interactive experience where, the sense of touch and painting greatly contributed to their learning process. Even though this activity was useful in terms of learning bone landmarks, view muscle insertions, and establish relations, further activities must be developed to increase their understanding regarding their function, and its relevance in a clinical setting.
目前有多种工具可用于教授和学习解剖学，但找到合适的活动具有挑战性。然而，通过触觉体验可以实现这一点，而动机是重要学习过程的手段。本研究旨在评估一种触觉体验，以确定与传统的纸质印刷照片二维（2D）工作坊相比，使用彩色标记进行触觉和绘画的互动体验是否能建立更好的学习过程。
从计算机断层扫描中制作肩胛骨、肱骨和锁骨的石膏骨模型。邀请二年级医学生参加，参与者被随机分配到传统的 2D 方法或 3D 石膏骨模型组。第三组决定不参加任何工作坊。之后，所有三组都对骨标志和视图、左右侧、肌肉插入和功能进行评估。2D 和 3D 工作坊的学生在焦点小组中被问到他们的意见，并回答了一份关于整体感知和学习体验的调查。评估成绩以平均值±标准差表示，调查回答以百分比表示。
调查显示，3D 模型组的学生将体验评为优秀，在六个问题中的五个问题中，回答是非常好或优秀。相比之下，参加 2D 工作坊的学生最常见的回答是公平或良好。例外是关于测验的答案，两组都认为这是好的，尽管所有组的平均成绩都没有及格。
为了学习肩部解剖学，将传统方法与使用石膏骨模型的触觉体验进行了比较，使学生能够触摸和在其上绘画。根据焦点小组和调查，本研究表明 3D 工作坊是一种互动体验，触觉和绘画极大地促进了学生的学习过程。尽管这种活动在学习骨标志、视图、肌肉插入和建立关系方面很有用，但必须开发更多的活动来增加他们对其功能及其在临床环境中的相关性的理解。
