Currently limited analytical data exists in the anatomical sciences comparing alternative methods of anatomical education through the utilization of computer-based resources beyond qualitative survey results, most notably in regard to content focusing on human development. The improved evaluation of computer-based resources is becoming increasingly important in the anatomical sciences as resources continue to develop, notably in regard to 3D models focusing on anatomical concepts. The increased development of computer-based resources in anatomy may be explained by advances in computational and visualization methods, as well as an indication of efforts being made to supplement courses experiencing decreases in lab space, funding, time, as well as a method for faculty to better teach their ‘millennial’ students.
Embryology was selected for the topic of this study as it may be beneficially assisted through the use of 3D models. Embryology is reliant on a strong understanding of spatial relationships as seen in gross anatomy, but also has the unique addition of temporality potentially hindering student comprehension and to date is limited in the amount of 3D model computer-based resources available.
The presented dissertation work details the creation of a novel computer-based educational resource focusing on human central nervous system development, and outlines a usability study performed to test the resources functionality and efficacy, as indicated by levels of user satisfaction and score performance. The content and interactive features of the resource were based upon feedback gathered from a survey sent to current and past embryology faculty, and were designed to meet the demand for course supplementation within the anatomical sciences. Two resources were developed in order to run a comparative study evaluating student use and perception of a resource built using 3D models of MRI scans of actual human specimens, and a comparable resource relying on 2D images of the developed models.
Using principles from the field of Human Computer Interaction (HCI), a Video Analytic Usability Study (VAUS) was implemented to test the functionality of the resource and to demonstrate a potential method of evaluation to gain additional insight into student impressions beyond the collected survey data. The initial design of the resource was tested with graduate students in the division of anatomy, modified, and then implemented in a comparative 3D vs. 2D study with voluntary participants from the 2014 Dental Class at the Ohio State University. The VAUS was incorporated with a Content Quiz, a Qualitative User Satisfaction Survey, and a Mental Rotation test to investigate if student perception and/or score performance was affected by the manner in which the information was presented, and/or the student’s level of spatial ability as recorded through mental rotation tasks. The results of the study are meant to assist in the creation of more user friendly and effective computer-based resources, and to increase understanding of student perceived usefulness of incorporating 3D anatomical models in regard to embryology education.