Niu Shuliang, Zhang Jinlong, Lin Jiang, Wang Binbin, Yan Jie
Department of Forensic Science, School of Basic Medical Science, Central South University, Changsha, Hunan, China.
School of Basic Medical Science, Xinjiang Medical University, Urumqi, China.
Front Med (Lausanne). 2025 Jun 4;12:1555053. doi: 10.3389/fmed.2025.1555053. eCollection 2025.
Traditional anatomy education, which primarily relies on two-dimensional imagery, often struggles to effectively convey the complex spatial relationships of human anatomy. Virtual reality and three-dimensional (3D) anatomy models present a promising solution to these limitations. This study investigates the impact of integrating 3D anatomy models into a blended learning framework across pre-class, in-class, and post-class phases. A total of 169 medical students from Xinjiang Medical University were divided into three groups: a control group (Class A, = 57) following a traditional blended learning approach, and two experimental groups: Class B ( = 56), which incorporated continuous 3D model integration, and Class C ( = 56), which adopted a phased 3D model integration strategy. Learning outcomes and student satisfaction were assessed through formative evaluations, surveys, and statistical analyses. Our analytical framework employed dual statistical validation protocols: parametric testing via independent samples t-tests for normally distributed data and non-parametric verification through Mann-Whitney U tests for skewed distributions. Class B achieved higher scores than Class A across two assessment stages ( < 0.05). In pre-class evaluations, Class B ( = 56) scored 69.7 ± 7.5 compared to Class A's 63.8 ± 6.9 ( = 57). This performance gap persisted during in-class assessments, with Class B attaining 77.1 (± 8.7) against Class A's 70.8 (± 7.6). Prior to the intervention, Class C ( = 56) exhibited a mean score of 61.8 ± 6.1, which increased to 67.0 ± 6.7 post-intervention. The score gaps demonstrate the teaching method's effectiveness Class C demonstrated a statistically significant enhancement in pre-class assessment performance ( < 0.05) following the implementation of 3D anatomical modeling. However, no significant differences were observed among the groups in midterm or final exam scores ( > 0.05). Satisfaction scores in Class B were significantly higher than in Class A ( < 0.05), particularly in aspects of learning interest and teaching diversity. Class C also reported increased satisfaction in some dimensions after 3D model integration ( < 0.05). All survey instruments demonstrated good reliability (Cronbach's alpha > 0.7). In conclusion, while 3D anatomy models enhance student engagement, learning efficiency, and overall satisfaction, their effect on long-term retention and final exam performance remains limited. These findings underscore the need for a strategic approach to integrating 3D technologies in anatomy education to maximize their educational benefits.
传统解剖学教育主要依赖二维图像，往往难以有效传达人体解剖结构的复杂空间关系。虚拟现实和三维（3D）解剖模型为克服这些局限性提供了一个有前景的解决方案。本研究调查了在课前、课中及课后阶段将3D解剖模型整合到混合学习框架中的影响。新疆医科大学的169名医学生被分为三组：对照组（A班，n = 57）采用传统混合学习方法，两个实验组：B班（n = 56），采用持续3D模型整合；C班（n = 56），采用分阶段3D模型整合策略。通过形成性评估、调查和统计分析来评估学习成果和学生满意度。我们的分析框架采用了双重统计验证方案：对于正态分布数据，通过独立样本t检验进行参数测试；对于偏态分布，通过曼-惠特尼U检验进行非参数验证。在两个评估阶段，B班的成绩均高于A班（P < 0.05）。在课前评估中，B班（n = 56）的成绩为69.7 ± 7.5，而A班（n = 57）为63.8 ± 6.9。在课堂评估中，这种成绩差距依然存在，B班得分为77.1（± 8.7），A班为70.8（± 7.6）。在干预前，C班（n = 56）的平均成绩为61.8 ± 6.1，干预后提高到67.0 ± 6.7。成绩差距证明了教学方法的有效性。在实施3D解剖建模后，C班在课前评估成绩方面有统计学显著提高（P < 0.05）。然而，在期中考试或期末考试成绩方面，各小组之间未观察到显著差异（P > 0.05）。B班的满意度得分显著高于A班（P < 0.05），特别是在学习兴趣和教学多样性方面。C班在3D模型整合后，在某些维度上也报告了满意度的提高（P < 0.05）。所有调查工具都显示出良好的可靠性（Cronbach's alpha > 0.7）。总之，虽然3D解剖模型提高了学生的参与度、学习效率和总体满意度，但它们对长期记忆和期末考试成绩的影响仍然有限。这些发现强调了在解剖学教育中采用战略方法整合3D技术以最大化其教育效益的必要性。
