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Spenta E. Bamji - Master's Thesis.pdf (739.64 KB)

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Influence of a 3D Application on Student Academic Performance in an Undergraduate Human Gross Anatomy Course

Bamji, Spenta Edul
http://rave.ohiolink.edu/etdc/view?acc_num=osu1587138566380027

Abstract Details

2020, Master of Science, Ohio State University, Anatomy.
Gross anatomy is a foundational subject for students pursuing health-related careers. In a typical undergraduate human gross anatomy course, traditional methods used for learning include, but are not limited to, lecture presentations, textbooks, drawings, and occasionally cadavers. Although dissecting cadavers and reviewing prosections are proven to help students learn anatomy, several universities are choosing not to utilize them due to cost, lack of qualified dissectors, postmortem changes, and potential health hazards. The remaining traditional methods primarily utilize two-dimensional (2D) cadaveric photographs or 2D graphically designed images. Although these images found in textbooks and lecture presentations can be beneficial for learning the course material, anatomy in itself is three-dimensional (3D). The use of 3D images as opposed to 2D images has been shown to increase student academic performance and, therefore, has fostered a better understanding of the course content. With the rise of technology, several 3D anatomy applications (AAs) have been created that compile various 3D anatomical images, animations, and text into one virtual program, which can be used on computers, iPads, and/or smartphones. To date, there are few published studies examining how 3D AAs can impact student academic performance in a gross anatomy course. This particular study was conducted to understand how the voluntary use of a 3D AA, Complete Anatomy by 3D4Medical, can influence exam scores in an undergraduate human gross anatomy course, Anatomy 2300 Human Anatomy. At The Ohio State University – Columbus Campus, study investigators recruited participants from Anatomy 2300 Human Anatomy. Each participant was asked to complete a consent form and a demographic survey. Those who chose to participate had their demographic information, Complete Anatomy usage data, Anatomy 2300 exam scores, and ACT/SAT scores utilized in this study. After compiling all participant data at the end of the semester, multiple statistical analyses were conducted. Results indicated that usage of Complete Anatomy decreased throughout the academic semester and that there was a weak positive correlation between usage and exam scores. Additionally, female participants were more likely to use Complete Anatomy than males, while there was no difference in usage based on class rank. With these results and other research in mind, it is recommended that anatomy educators endorse the use of 3D AAs to supplement learning of human gross anatomy course material.
Jennifer Burgoon, PhD (Committee Chair)
Melissa Quinn, PhD (Committee Member)
Eileen Kalmar, PhD (Committee Member)
76 p.
Anatomy and Physiology; Educational Technology; Science Education
Anatomy; Education; Technology; Learning Modalities; 3D; 2D; Applications; Computers

Recommended Citations

Citations

  • Bamji, S. E. (2020). Influence of a 3D Application on Student Academic Performance in an Undergraduate Human Gross Anatomy Course [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587138566380027

    APA Style (7th edition)

  • Bamji, Spenta. Influence of a 3D Application on Student Academic Performance in an Undergraduate Human Gross Anatomy Course. 2020. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1587138566380027.

    MLA Style (8th edition)

  • Bamji, Spenta. "Influence of a 3D Application on Student Academic Performance in an Undergraduate Human Gross Anatomy Course." Master's thesis, Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587138566380027

    Chicago Manual of Style (17th edition)

osu1587138566380027
85
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This open access ETD is published by The Ohio State University and OhioLINK.