Efficacy and Perception of a 3D Scan-based Video Tutorial on the Anatomy of the Gastrointestinal System

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Co-authors:

Dolgor Baatar, MD. PhD - Professor, Department of Biomedical Science, Kaiser Permanente Bernard J Tyson School of Medicine; Jose Barral-Sanchez, MD. PhD - Chair, Biomedical Science- SOM, Department of Biomedical Science, Kaiser Permanente Bernard J Tyson School of Medicine; Jordan Parker, PhD - Assistant Professor, Department of Biomedical Science, Kaiser Permanente Bernard J Tyson School of Medicine; Rosaysela Santos, PhD - Assistant Professor, Department of Biomedical Science, Kaiser Permanente Bernard J Tyson School of Medicine

Abstract Body : Efficacy and Perception of a 3D Scan-Based Video Tutorial on the Anatomy of the Gastrointestinal System

Dalja S. Parks¹, MD Candidate, Rosaysela Santos, PhD², Jordan P. Parker, PhD², Jose M. Barral Sanchez MD, PhD², Dolgor Baatar MD, PhD<sup>2

1</sup>Class of 2022, Kaiser Permanente BJT School of Medicine

²Department of Biomedical Science, Kaiser Permanente BJT School of Medicine



Introduction & Objective. The use of three-dimensional (3D) virtual models for teaching and learning of anatomy is expanding. However, the anatomical accuracy of these models, which are not derived from actual human body scans, remains unverified. At our institution, we utilize plastinated human specimens and their 3D scans in anatomy instruction. To guide students in the use of 3D scans and provide them with an opportunity to self-assess their knowledge, we have developed video tutorials based on these 3D scans. In this study, we assessed the utilization and effectiveness of the video tutorial developed for 3D scans of plastinated prosections of the upper abdominal cavity and isolated gastrointestinal organs.

Materials and Methods. The tutorial, which comprises a 17-minute video and 5 self-assessment questions (SAQs), was provided as optional study material to first-year medical students (n=51) preparing for the anatomy practical examination (APE). We tracked student engagement with the tutorial, SAQ scores, and APE performance, and collected feedback via a questionnaire.

Results. Seventeen students viewed the tutorial one to three times (mean 1.6 times), spent an average of 12 minutes during each view, and scored on average 89% on the SAQs. The remaining group of students (n=34) included students who did not access the tutorial or briefly accessed it without taking the quiz. All students had access to annotated 3D scans that were used for videos. No significant difference was observed in APE scores between the students who used the tutorial and those who did not. However, the survey showed that most (94%) of the students who used the tutorial and answered the questionnaire (n=16) found it useful for APE preparation. Students appreciated the guided instruction and the opportunity to self-test their knowledge but mentioned that the time consumption was a limitation.

Conclusion. The positive feedback and high SAQ scores suggest that 3D scan-based video tutorials could be an effective and well-received tool for learning anatomy.

Significance/Implication. The study introduces a novel way of creating anatomy learning tools that are based on 3D scans of plastinated human specimens. This type of tool may be especially useful for institutions that do not use donor bodies in anatomy instruction.