158 - Enhancing comparative anatomy instruction through the utilization of 3D printed materials and virtual dissection resources

Poster Board Number: 158
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Co-authors:

Dave Mazierksi, M.Sc. - Associate Professor, Biomedical Communications/Biology, University of Toronto Mississauga; Tea Maho, M.Sc. - Doctoral Student, Biology, University of Toronto Mississauga; Robert Reisz, Ph.D - Professor, Biology, University of Toronto

Abstract Body :The utilization of virtual dissection guides and three-dimensional (3D) printed models in the instruction of human anatomy has been extensively documented in the literature (AbouHashem et al., 2015; Chytas et al., 2020; Kazoka et al., 2021; Tan et al., 2021; Yammine & Violato, 2016). Using two upper- year courses, one examining vertebrate anatomy and the other exploring vertebrate evolution, we exposed students in these two courses to a virtual dissection guide and 3D- printed skeletal material in order to evaluate the effectiveness of these resources in the teaching of comparative anatomy.We analyzed student performance on in-class summative tasks, such as term tests and final exams and gathered feedback on student attitudes toward these resources through Likert-style pre- and post-surveys.Preliminary findings indicate a notable increase in students' confidence in mastering course materials and a reduction in errors associated with common misconceptions related to the study of 3D concepts, particularly when relying solely on two-dimensional (2D) media sources. The comprehensive visualization of study materials using 3D models and virtual dissection resources has proven to alleviate challenges faced by novice anatomy learners, particularly when compared to traditional 2D illustrations.Our investigation not only contributes valuable insights into the enhanced learning outcomes associated with these resources but also provides a thorough methodology for their optimal implementation. This study underscores the necessary steps required to effectively integrate virtual dissection guides and 3D-printed models into anatomy education.AbouHashem, Y., Dayal, M., Savanah, S., & Štrkalj, G. (2015). The application of 3D printing in anatomy education, Medical Education Online, 20:1, 29847, DOI: 10.3402/meo.v20.29847 https://doi.org/10.3402/meo.v20.29847Chytas, D., Johnson, E.O., Piagkou, M., Tsakotos, G., Babis, G.C., Nikolaou, V.S., Markatos, K., & Natsis, K. (2020). Three‑dimensional printing in anatomy teaching: current evidence. Surgical and Radiologic Anatomy 42, 835-841. https://doi.org/10.1007/s00276-020-02470-2 Kazoka, D., Pilmane, M., Edelmers, E. (2021). Facilitating Student Understanding through Incorporating Digital Images and 3D-Printed Models in a Human Anatomy Course. Educ. Sci. 11, 380. https://doi.org/10.3390/educsci11080380Tan, L., Wang, Z., Jiang, H., Han, B., Tang, J., Kang, C., Zhang, N., & Xu, Y. (2021). Full color 3D printing of anatomical models. Clinical Anatomy 35, 598-608. https://doi.org/10.1002/ca.23875 Yammine, K. & Violato, C. (2016). The effectiveness of physical models in teaching anatomy: a meta-analysis of comparative studies. Advances in Health Science Education 21, 883-895