Three-dimensional Visualization Software Assists Learning in Students with Diverse Spatial Intelligence in Medical...

Area of Science:

• Medical Education
• Cognitive Science
• Spatial Learning

Background:

• Medical education increasingly utilizes technology for complex spatial tasks.
• Assessing the impact of mental rotation (MR) training and three-dimensional (3D) software on learning outcomes is crucial.
• Diverse spatial intelligence levels among students necessitate adaptable teaching strategies.

Purpose of the Study:

• To evaluate the effect of mental rotation (MR) training on medical students' learning outcomes.
• To explore the effectiveness of teaching using three-dimensional (3D) software across varying spatial abilities.
• To compare technology-assisted learning with traditional methods.

Main Methods:

• Sixty-seven medical student volunteers were divided into trained (n=25) and untrained (n=42) groups based on baseline MR competency.
• MR training focused on improving speed and accuracy in spatial tasks.
• A large class format (LCF) session utilized 3D software, with learning assessed via pre- and post-tests.

Main Results:

• MR training significantly improved trainees' scores (25.9 to 28.1, P=0.011) and reduced task completion time (20.9 to 12.2 min).
• Trained students showed higher pre- and post-test scores (9.0/12.3) compared to the untrained group (7.8/10.8).
• Ninety-seven percent of students found 3D software effective, preferring it over plastic models.

Conclusions:

• MR training enhances spatial skills and learning performance in medical students.
• Three-dimensional (3D) software is an effective pedagogical tool for teaching spatial concepts, benefiting students with diverse abilities.
• Technology-assisted learning, particularly with 3D software, should be considered for medical curricula.