The Effectiveness of an Interactive 3-Dimensional Computer Graphics Model for Medical Education
Identifieur interne : 002139 ( Main/Exploration ); précédent : 002138; suivant : 002140The Effectiveness of an Interactive 3-Dimensional Computer Graphics Model for Medical Education
Auteurs :Source :
- Interactive Journal of Medical Research [ 1929-073X ] ; 2012.
Abstract
Medical students often have difficulty achieving a conceptual understanding of 3-dimensional (3D) anatomy, such as bone alignment, muscles, and complex movements, from 2-dimensional (2D) images. To this end, animated and interactive 3-dimensional computer graphics (3DCG) can provide better visual information to users. In medical fields, research on the advantages of 3DCG in medical education is relatively new.
To determine the educational effectiveness of interactive 3DCG.
We divided 100 participants (27 men, mean (SD) age 17.9 (0.6) years, and 73 women, mean (SD) age 18.1 (1.1) years) from the Health Sciences University of Mongolia (HSUM) into 3DCG (n = 50) and textbook-only (control) (n = 50) groups. The control group used a textbook and 2D images, while the 3DCG group was trained to use the interactive 3DCG shoulder model in addition to a textbook. We conducted a questionnaire survey via an encrypted satellite network between HSUM and Tokushima University. The questionnaire was scored on a 5-point Likert scale from strongly disagree (score 1) to strongly agree (score 5).
Interactive 3DCG was effective in undergraduate medical education. Specifically, there was a significant difference in mean (SD) scores between the 3DCG and control groups in their response to questionnaire items regarding content (4.26 (0.69) vs 3.85 (0.68),
Interactive 3DCG materials have positive effects on medical education when properly integrated into conventional education. In particular, our results suggest that interactive 3DCG is more efficient than textbooks alone in medical education and can motivate students to understand complex anatomical structures.
Url:
DOI: 10.2196/ijmr.2172
PubMed: 23611759
PubMed Central: 3626131
Affiliations:
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<record><TEI><teiHeader><fileDesc><titleStmt><title xml:lang="en">The Effectiveness of an Interactive 3-Dimensional Computer Graphics Model for Medical Education</title></titleStmt><publicationStmt><idno type="wicri:source">PMC</idno><idno type="pmid">23611759</idno><idno type="pmc">3626131</idno><idno type="url">http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3626131</idno><idno type="RBID">PMC:3626131</idno><idno type="doi">10.2196/ijmr.2172</idno><date when="2012">2012</date><idno type="wicri:Area/Pmc/Corpus">001F93</idno><idno type="wicri:Area/Pmc/Curation">001F93</idno><idno type="wicri:Area/Pmc/Checkpoint">001537</idno><idno type="wicri:Area/Ncbi/Merge">002651</idno><idno type="wicri:Area/Ncbi/Curation">002651</idno><idno type="wicri:Area/Ncbi/Checkpoint">002651</idno><idno type="wicri:Area/Main/Merge">002163</idno><idno type="wicri:Area/Main/Curation">002139</idno><idno type="wicri:Area/Main/Exploration">002139</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en" level="a" type="main">The Effectiveness of an Interactive 3-Dimensional Computer Graphics Model for Medical Education</title></analytic><series><title level="j">Interactive Journal of Medical Research</title><idno type="eISSN">1929-073X</idno><imprint><date when="2012">2012</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><sec sec-type="background. "><title>Background</title><p>Medical students often have difficulty achieving a conceptual understanding of 3-dimensional (3D) anatomy, such as bone alignment, muscles, and complex movements, from 2-dimensional (2D) images. To this end, animated and interactive 3-dimensional computer graphics (3DCG) can provide better visual information to users. In medical fields, research on the advantages of 3DCG in medical education is relatively new.</p></sec><sec sec-type="objective"><title>Objective</title><p>To determine the educational effectiveness of interactive 3DCG.</p></sec><sec sec-type="methods"><title>Methods</title><p>We divided 100 participants (27 men, mean (SD) age 17.9 (0.6) years, and 73 women, mean (SD) age 18.1 (1.1) years) from the Health Sciences University of Mongolia (HSUM) into 3DCG (n = 50) and textbook-only (control) (n = 50) groups. The control group used a textbook and 2D images, while the 3DCG group was trained to use the interactive 3DCG shoulder model in addition to a textbook. We conducted a questionnaire survey via an encrypted satellite network between HSUM and Tokushima University. The questionnaire was scored on a 5-point Likert scale from strongly disagree (score 1) to strongly agree (score 5).</p></sec><sec sec-type="results"><title>Results</title><p>Interactive 3DCG was effective in undergraduate medical education. Specifically, there was a significant difference in mean (SD) scores between the 3DCG and control groups in their response to questionnaire items regarding content (4.26 (0.69) vs 3.85 (0.68), <italic>P </italic>= .001) and teaching methods (4.33 (0.65) vs 3.74 (0.79), <italic>P </italic>< .001), but no significant difference in the Web category. Participants also provided meaningful comments on the advantages of interactive 3DCG.</p></sec><sec sec-type="conclusions"><title>Conclusions</title><p>Interactive 3DCG materials have positive effects on medical education when properly integrated into conventional education. In particular, our results suggest that interactive 3DCG is more efficient than textbooks alone in medical education and can motivate students to understand complex anatomical structures.</p></sec></div></front><back><div1 type="bibliography"><listBibl><biblStruct><analytic><author><name sortKey="Eysenbach, G" uniqKey="Eysenbach G">G Eysenbach</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Eysenbach, G" uniqKey="Eysenbach G">G Eysenbach</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Marks, Sc" uniqKey="Marks S">SC Marks</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Sugand, K" uniqKey="Sugand K">K Sugand</name></author><author><name sortKey="Abrahams, P" uniqKey="Abrahams P">P Abrahams</name></author><author><name sortKey="Khurana, A" uniqKey="Khurana A">A Khurana</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Turney, Bw" uniqKey="Turney 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