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Effects of 3D Scans on Veterinary Students’ Learning Outcomes Compared to Traditional 2D Images in Anatomy Classes
by
, , ,
Rebecca Schirone
1,*,
Giuliano Mario Corte
2,
Jan P. Ehlers
3
,
Christina Herre
1,
Maximiliane Schmedding
4,
Roswitha Merle
5,
Joëlle Pachtmann
1 and
Mahtab Bahramsoltani
1 1
Institute of Veterinary Anatomy, School of Veterinary Medicine, Freie Universität Berlin, Koserstraße 20, 14195 Berlin, Germany
2
Institute of Veterinary Anatomy, Vetsuisse Faculty, University of Zurich (UZH), Winterthurerstrasse 260, 8057 Zurich, Switzerland
3
Didactics and Educational Research in Health Science, Faculty of Health, Witten/Herdecke University, Alfred-Herrhausen-Straße 50, 58455 Witten, Germany
4
ISME Bern and Avenches, Vetsuisse Faculty, University of Bern, Hochschulstrasse 6, 3012 Bern, Switzerland
5
Institute of Veterinary Epidemiology and Biostatistics, School of Veterinary Medicine, Freie Universität Berlin, Königsweg 67, 14163 Berlin, Germany
*
Author to whom correspondence should be addressed.
Animals 2024, 14(15), 2171; https://doi.org/10.3390/ani14152171
Submission received: 30 June 2024
/
Revised: 22 July 2024
/
Accepted: 23 July 2024
/
Published: 25 July 2024
(This article belongs to the Special Issue Problems of Veterinary Education, Science and Profession)
Simple Summary
Simple Summary: 3D models are increasingly popular in veterinary teaching. However, students struggle with transferring 2D textbook images to 3D anatomical structures. Therefore, this study aimed to compare the learning outcome of 3D scans and 2D images of horse and pig skulls. Furthermore, the relationship between spatial ability and learning outcome was analyzed when using the different learning materials. Second-year veterinary medicine students participated in a practical anatomy course using 3D scans or 2D images as learning material and performed a test to determine their spatial ability. Independently of the learning material, all groups displayed high learning outcomes with no significant differences between the groups. In addition, it could not be stated that 3D scans support students with lower spatial ability. Nevertheless, students preferred 3D scans, finding them more motivating, although they did not necessarily improve learning outcomes.
Abstract
Students often struggle with interpreting traditional textbook images and translating them to anatomical structures. This study aimed to compare the impact of 3D scans versus 2D images on students’ learning outcomes when learning anatomical structures on skulls from horses and pigs. Furthermore, the correlation between spatial ability and learning outcomes using 3D scans or 2D images was examined. Second-year veterinary medicine students either used 3D scans or 2D images, annotated with arrows or numbers as learning material. Students’ anatomical knowledge was tested before and after the learning session, and spatial ability was assessed using the mental rotation test. All groups improved significantly in the post-test. However, the differences between groups were not significant, suggesting that 3D scans do not necessarily lead to higher learning outcomes. The analysis of the correlation between spatial ability and learning outcomes did not prove that students with weaker spatial ability benefit from 3D scans. Students preferred 3D scans over 2D images despite similar outcomes, suggesting they are valuable for learning. However, results show that the introduction of novel learning materials likely amplified the impact of reduced learning time on the 3D group, as these materials necessitated additional time for effective comprehension and integration.
