The Perceived Benefit of a 3D Anatomy Application (App) in Anatomy Occupational Therapy Courses

Conventional teaching methods, such as 2-dimensional PowerPoint presentations, are among the most common anatomy teaching tools. However, these methods do not allow depth perception of anatomical structures. Therefore, the purpose of this article is to report the incorporation and student’s perception of a 3D anatomy app to an Occupational Therapy class as an enhanced anatomical learning technique. For methods, the Complete 3D Anatomy app was used to teach the upper extremity structures. The students used the Likert scale to answer a survey regarding the different anatomical teaching tools that were integrated into the course. The results indicated that 85% of the students reported the anatomy app was very helpful (85%-39/46), helpful (9%-4/46) or good (2%-1/46) in aiding their comprehension of complex anatomical structures. Similarly, 100% of the students considered the anatomy app to be beneficial. Therefore, we conclude that using the 3D anatomy app was a tool for the comprehensive learning of human anatomy. The selection of the 3D app demonstrates this by graduate students as the second-best teaching tool to learn anatomy. For future courses, we will incorporate and explore the benefits of a personal tablet/iPad with 3D apps for each student, along with a virtual dissection table for the human cadaver laboratory.

Keywords:

Anatomy application, Occupational Therapy, Anatomy teaching, Technology App,

PDF

___

3D 4 Medical. (2019). Complete Anatomy. Retrieved from https://3d4medical.com/
Albaum, G. (1997). The Likert scale revisited. Market Research Society Journal, 39(2), 1-21.
Alsharif, W., Davis, M., Rainford, L., Cradock, A., & McGee, A. (2018). Validation of the educational effectiveness of a mobile learning app to improve knowledge about MR image quality optimisation and artefact reduction. Insights into Imaging, 9(5), 721- 730.
Apple iPad Pro (2019). One Apple Park Way Cupertino. Retrieved from URL:https://www.apple.com/shop/buy-ipad/ipad-pro-10-5
Bairamian, D., Liu, S., & Eftekhar, B. (2019). Virtual Reality Angiogram vs 3-Dimensional Printed Angiogram as an Educational tool-A Comparative Study. Neurosurgery, 85(2), 343-349.
Berkowitz, S. J., Kung, J. W., Eisenberg, R. L., Donohoe, K., Tsai, L. L., & Slanetz, P. J. (2014). Resident iPad use: has it really changed the game? Journal of the American College of Radiology, 11(2), 180-184.
Bork, F., Stratmann, L., Enssle, S., Eck, U., Navab, N., Waschke, J., Kugelmann, D. (2019). The Benefits of an Augmented Reality Magic Mirror System for Integrated Radiology Teaching in Gross Anatomy. Anatomical Science Education, 12(6), 585-598.
Brucoli, M., Boccafoschi, F., Boffano, P., Broccardo, E., Benech, A. (2018).The Anatomage Table and the placement of titanium mesh for the management of orbital floor fractures. Oral Surgery, Oral Medicine, Oral Pathology and Oral Radiology, 26(4), 317-321.
Brucoli, M. Boffano, P., Pezzana, A., Sedran, L., Boccafoschi, F., Benech, A. (2020). The potentialities of the Anatomage Table for head and neck pathology: medical education and informed consent. Oral Maxillofac Surg, 24(2), 229-234
Chakraborty, T. R., & Cooperstein, D. F. (2018). Exploring anatomy and physiology using iPad applications. American Association of Anatomists, 11, 336-345. doi:10.1002/ase.1747
Duncan‐Vaidya, E.A. and Stevenson, E.L. (2020), The Effectiveness of an Augmented Reality Head‐Mounted Display in Learning Skull Anatomy at a Community College. Anatomical Science Education. doi:10.1002/ase.1998
Ghosh S. K. (2015). Human cadaveric dissection: a historical account from ancient Greece to the modern era. Anatomy & Cell Biology, 48(3), 153-69.
González-Sola, M., Hyder, A., & Rosario, M. G. (2019). Anatomy Observational Outreach: A Multimodal Activity to Enhance Anatomical Education in Undergraduate Students. Anatomical Sciences Education. In abstract of AAA 2019. American Association of Anatomists; Orlando, FL.
Ha, J.E., Choi, D.Y. (2019) Educational effect of 3D applications as a teaching aid for anatomical practice for dental hygiene students. Anatomy & Cell Biology, 52(4), 414-418.
Hammond, I., Taylor, J., & McMenamin, P. (2003). Anatomy of complications workshop: An educational strategy to improvebperformance in obstetricians and gynaecologists. Australian and New Zealand Journal of Obstetrics and Gynaecology, 43(2), 111- 114.
Houser, J. J., & Kondrashov, P. (2018). Gross Anatomy Education Today: The Integration of Traditional and Innovative Methodologies. Missouri Medicine, 115(1), 61-65.
Iwanaga, J., Loukas, M., Dumont, A.S., & Tubbs, R.S. (2020). A review of anatomy education during and after the COVID‐19 pandemic: Revisiting traditional and modern methods to achieve future innovation. Clinical Anatomy, 1–7. https://doi.org/10.1002/ca.23655
Krause B., Riley M., Taylor M. (2015). Enhancing Clinical Gross Anatomy through Mobile Learning and Digital Media. The FASEB Journal, 29 (1_supplement), 550.3.
Lewis, T.L., Burnett, B., Tunstall, R. G., & Abrahams, PH. (2014). Complementing anatomy education using three‐dimensional anatomy mobile software applications on tablet computers. Clinical Anatomy, 27(3), 313-320.
Uruthiralingam, U., & Rea, P. M. (2020). Augmented and Virtual Reality in Anatomical Education - A Systematic Review. Advances in Experimental Medicine and Biology, 1235, 89-101.
Ward, T.M., Wertz, C.I., Mickelsen, W. (2018). Anatomage Table Enhances Radiologic Technology Education. Radiologic Technology, 89(3), 304-306.
Raney, M. (2014). Dose-and time-dependent benefits of iPAD technology in an undergraduate human anatomy course (725.8) The FASEB Journal, 28 (1_supplement), 725.8.
Smith, C.F., Martinez-Álvarez, C., & McHanwell, S. (2013). The context of learning anatomy: does it make a difference?. Journal of Anatomy, 224(3), 270-8.
Socrative (2019). Socrative quiz. Retrieved from https://b.socrative.com
Texas Woman’s University (2019). Occupational Therapy. Retrieved from http://catalog.twu.edu/graduate/healthsciences/occupational-therapy/