Three-Dimensional Virtual Pathology Specimens: Decrease in Student Performance upon Switching to Digital Models.

Area of Science:

• Medical Education
• Anatomic Pathology
• Digital Learning Tools

Background:

• Traditional formalin-fixed specimens are standard in anatomic pathology education.
• Limited research exists on learning outcomes with alternative teaching materials like 3D virtual models.
• Assessing the efficacy of novel digital tools is crucial for modern medical curricula.

Purpose of the Study:

• To prospectively evaluate student performance in anatomic pathology using 3D virtual models as adjunct teaching materials.
• To compare learning outcomes between traditional methods and the integration of 3D virtual specimens for macroscopic lesions.
• To assess the impact of 3D virtual models on third-year medical students' understanding of pathology.

Main Methods:

• A prospective controlled study involving 501 third-year medical students.
• Assessment of student performance via questionnaires evaluating knowledge of macroscopic lesions.
• Comparison of scores between students using traditional methods and those incorporating 3D virtual models.

Main Results:

• Students using 3D virtual models demonstrated significantly poorer overall performance (77.6% vs. 83.6%) and individual question scores (34.6% vs. 47.7%).
• This performance decrease was consistent across language divisions and independent of the teaching assistant.
• While students perceived 3D models favorably, objective learning outcomes were negatively impacted.

Conclusions:

• Integration of 3D virtual models as adjunct teaching materials currently leads to decreased learning performance in anatomic pathology.
• Subjective student preference for new digital tools does not always correlate with improved objective learning outcomes.
• Further research and increased exposure to virtual specimens may be necessary to enhance their effectiveness for digital native medical students.