164 - The Impact of 3-Dimensional Holographic Models on Student Learning of Anatomy

Poster Board Number: 164
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Co-authors:

Matthew Gromlich - Assistant Professor, Education and Human Development, Louisiana State University Shreveport

Abstract Body : The pterygopalatine fossa (PPF) is a deep viscerocranial space that serves as a major neurovascular intersection connecting various cavities in the skull. Due to its complexity and small scale, it is often a challenging area of study for students of anatomy. For this research project, Professors in the departments of Biological Sciences and Education collaborated with seniors in their Digital Arts Seminar course to create 3-dimensional (3D) holographic models of the PPF.

The goal of this study was to determine if 3D holographic models of the PPF impacted student learning in ways that traditional 2D illustrations could not. The questions guiding this study were: (1) Do students who learn about the PPF using 3D holographic models outperform their peers on a college anatomy posttest? and (2) How do students describe their learning experiences utilizing 3D holographic models?

To begin, a 3D scan was made of a human skull to provide a basis to build the 3D models. Models of the skull, the PPF space, and its contents were created along with identifying labels. The 3D files were transferred to and presented on a Holowall, a device that is used to view 3D models as if they were in real space.

In the pretest-posttest control group design study, 17 undergraduate and graduate participants completed an anatomy pretest on the PPF, then were given a lecture over the topic. They were then divided randomly into a control group and test group, utilizing 2D and 3D materials, respectively. After the stimulus was implemented, students completed a posttest and answered written reflection questions.

Using a two-sample t-test to analyze the data, we found no significant difference between the two groups regarding pretest-posttest scores (P = 0.173). However, satisfaction surveys indicated that the 3D group found the holographic model to be useful, as compared to the 2D group.

Through student reflections on the experience, it is clear that the 3D models provided better visualization of the PPF. Students found the experience helpful, with the ability to rotate the models the most beneficial aspect of the modeling experience. Additionally, this study showcases the effectiveness of interdepartmental collaboration and the significance of using alternative models as teaching tools in anatomy education. Through the combined efforts of three different departments, anatomy students were able to benefit from a 3D modeling experience.

Future studies will include a larger cohort size. Additionally, the current 3D models will undergo improvements to include clearer labeling and a more interactive experience.

Funding was provided by the College of Arts and Sciences at Louisiana State University Shreveport.