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Validated Virtual Three-Dimensional ...

Meyer, Edgar R.

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Validated Virtual Three-Dimensional Stereoscopic Middle and Inner Ear Models for Examining First-Year Medical Students' Short- and Long-Term Retention.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Validated Virtual Three-Dimensional Stereoscopic Middle and Inner Ear Models for Examining First-Year Medical Students' Short- and Long-Term Retention./
Author:	Meyer, Edgar R.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	129 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
Subject:	Educational tests & measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13427718
ISBN:	9781392032190

Validated Virtual Three-Dimensional Stereoscopic Middle and Inner Ear Models for Examining First-Year Medical Students' Short- and Long-Term Retention.
Meyer, Edgar R.

Validated Virtual Three-Dimensional Stereoscopic Middle and Inner Ear Models for Examining First-Year Medical Students' Short- and Long-Term Retention. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 129 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ph.D.)--The University of Mississippi Medical Center, 2019.

This item must not be sold to any third party vendors.

In today's fast-paced world of ever-evolving technology, digital applications have been incorporated into many disciplines, including anatomical sciences education. These applications have included three-dimensional (3D) anatomical models visualized in a variety of display formats, including virtual reality (VR), augmented reality (AR), and monoscopic and stereoscopic presentations. Given the scarcity in the literature of studies reporting the validation of virtual 3D anatomical models, this dissertation, first of all, features the development of valid criteria (S-CVI/Ave) important for inclusion in 3D anatomical models, specifically for the middle and inner ear regions. Secondly, this dissertation explains the creation of virtual 3D models of the middle and inner designed to be visualized in monoscopic and stereoscopic presentation formats and the subsequent review and validation of the models using the valid criteria. Finally, this dissertation discusses the implications of monoscopic and stereoscopic virtual 3D middle and inner ear models' impact on first-year medical students' short- and long-term retention. Overall, there was no significant difference between the monoscopic and stereoscopic learning groups' average post-3D assessment scores, but there was a significant difference between the average pre- and post-3D assessment scores within both the monoscopic and stereoscopic learning groups. While there was a significantly lower difference between the average one-month long-term post-3D and immediate post-3D assessment scores, the average long-term post-3D assessment scores were still significantly higher than the average pre-3D assessment scores. Provided the small sample size in this study and its focus on one specific cohort of first-year medical students, more research is needed in the exploration of the benefits of using virtual stereoscopic 3D anatomical models for learning purposes. These initial results though suggest that while stereoscopic presentations may not always be more advantageous than monoscopic presentations, both formats show learning gains in students. In fact, despite the decrease in students' long-term retention of information regarding the middle and inner ear, the percentage drop in retention was considerably lower than that reported in the literature after one month. Such findings suggest that virtual monoscopic and stereoscopic 3D anatomical models still have the potential to supplement traditional anatomy instruction.

ISBN: 9781392032190Subjects--Topical Terms:

3168483
Educational tests & measurements.
Subjects--Index Terms:

Anatomy

Validated Virtual Three-Dimensional Stereoscopic Middle and Inner Ear Models for Examining First-Year Medical Students' Short- and Long-Term Retention.
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300 $a 129 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
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502 $a Thesis (Ph.D.)--The University of Mississippi Medical Center, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a In today's fast-paced world of ever-evolving technology, digital applications have been incorporated into many disciplines, including anatomical sciences education. These applications have included three-dimensional (3D) anatomical models visualized in a variety of display formats, including virtual reality (VR), augmented reality (AR), and monoscopic and stereoscopic presentations. Given the scarcity in the literature of studies reporting the validation of virtual 3D anatomical models, this dissertation, first of all, features the development of valid criteria (S-CVI/Ave) important for inclusion in 3D anatomical models, specifically for the middle and inner ear regions. Secondly, this dissertation explains the creation of virtual 3D models of the middle and inner designed to be visualized in monoscopic and stereoscopic presentation formats and the subsequent review and validation of the models using the valid criteria. Finally, this dissertation discusses the implications of monoscopic and stereoscopic virtual 3D middle and inner ear models' impact on first-year medical students' short- and long-term retention. Overall, there was no significant difference between the monoscopic and stereoscopic learning groups' average post-3D assessment scores, but there was a significant difference between the average pre- and post-3D assessment scores within both the monoscopic and stereoscopic learning groups. While there was a significantly lower difference between the average one-month long-term post-3D and immediate post-3D assessment scores, the average long-term post-3D assessment scores were still significantly higher than the average pre-3D assessment scores. Provided the small sample size in this study and its focus on one specific cohort of first-year medical students, more research is needed in the exploration of the benefits of using virtual stereoscopic 3D anatomical models for learning purposes. These initial results though suggest that while stereoscopic presentations may not always be more advantageous than monoscopic presentations, both formats show learning gains in students. In fact, despite the decrease in students' long-term retention of information regarding the middle and inner ear, the percentage drop in retention was considerably lower than that reported in the literature after one month. Such findings suggest that virtual monoscopic and stereoscopic 3D anatomical models still have the potential to supplement traditional anatomy instruction.
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653 $a Stereoscopic models
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