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Evaluating the technical feasibility, usability, and acceptability of a three-dimensional reproductive anatomy mobile
Yvonne B Smyth1, Donovan Jones2, Alison Callwood1
1School of Health Sciences, Faculty of Health & Medical Sciences, University of Surrey, Guildford, Surrey, GU2 7YH, United Kingdom.
Problem:
Understanding the dynamic concepts of pregnancy anatomy and fetal development can be difficult and spatially challenging. There is a lack of digital learning technologies to aid visualisation and comprehension of reproductive anatomy.
Background:
Thorough knowledge of anatomy and physiology is essential for healthcare students. Interaction with three-dimensional (3D) digital technology can provide accessible, intuitive anatomical learning. To support reproductive anatomy learning, a 3D multimodal interactive software program named the Road to Birth was developed at one Australian university.
Aim:
Evaluate the technical feasibility, usability and acceptability of the Road to Birth as a 3D mobile application amongst undergraduate midwifery and medical students at one Australian university and one United Kingdom university.
Methods:
A cross-sectional design. Consenting participants completed a technology usage survey and installed the application on smartphones or tablets. Following twelve-weeks self-study use, participants completed System Usability Scale (SUS) and acceptability surveys. Descriptive statistics are presented for technology usage, SUS and acceptability data.
Findings:
178 students (n = 129 midwifery, n = 49 medical) participated. SUS scores indicated application usability was good (median=80.0). Five-point Likert scale data showed the application was an acceptable learning resource (median=4.58). Participants agreed the application improved reproductive anatomy understanding (87 %), was more engaging than lecture materials (90 %) and should be used within their courses (94 %).
Conclusion:
This study demonstrates the Road to Birth 3D mobile application is a feasible, usable and acceptable reproductive anatomy educational tool for midwifery and medical students. Findings indicate the technology meets students' needs as a self-learning method, whilst complementing curriculum subject materials.
