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Human anatomy is the scientific study of the body's structures. Some of these structures are very small and can only be observed and analyzed with the assistance of a microscope. Other larger structures can readily be seen, manipulated, measured, and weighed. The word "anatomy" comes from a Greek root that means "to cut apart." Human anatomy was first studied by observing the body's exterior and the wounds of soldiers and other injuries. Later, physicians were allowed to...
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How students discern anatomical structures using digital three-dimensional visualizations in anatomy education.

Anna F Pettersson1, Klas Karlgren2,3,4, Jonathan Al-Saadi5

  • 1Division of Physiotherapy, Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, Sweden.

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Summary

Students learn 3D anatomy best when they control their exploration of digital images. Educators should facilitate, not direct, this discovery process for deeper understanding.

Keywords:
3D technologygross anatomy educationlearning anatomymedical educationundergraduate educationvisualization table

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Area of Science:

  • Medical Education
  • Anatomy Education
  • Digital Learning Environments

Background:

  • Understanding 3D anatomical relationships presents a significant challenge for students.
  • Limited knowledge exists on how students develop topographic anatomy comprehension.
  • Effective 3D anatomy learning strategies require insight into student cognitive processes.

Purpose of the Study:

  • To investigate how students discern and understand anatomical structures in 3D.
  • To identify patterns of student actions during 3D digital anatomy exploration.
  • To inform pedagogical approaches for teaching 3D anatomy.

Main Methods:

  • Video analysis of 16 students exploring 3D digital anatomy models.
  • Utilized interaction analysis and phenomenography for qualitative data analysis.
  • Analyzed 11 hours of audiovisual recordings.

Main Results:

  • Identified seven distinct categories of student actions: decoding images, spatial positioning, purposeful seeking, utilizing variation, aimless exploration, and achieving understanding.
  • The processes of decoding images and positioning the body in space were crucial for deep learning.
  • Student-led exploration at their own pace supports effective learning.

Conclusions:

  • Anatomy instruction should empower students to control their pace and method of examining visualizations.
  • Facilitating student-led discovery, particularly image decoding and spatial orientation, promotes deeper anatomical understanding.
  • Educational approaches should support, rather than direct, student interaction with 3D anatomy visualizations.