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3D Anatomy Application (App): A Supplemental Learning Aid for Upper Extremity Anatomy Occupational Therapy Courses
Author(s) -
Rosario Martin G,
Hyder Aneesah,
GonzalezSola Maryvi
Publication year - 2019
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2019.33.1_supplement.444.20
Subject(s) - surface anatomy , anatomy , gross anatomy , medicine , comprehension , medical education , computer science , programming language
Traditionally, graduate anatomy is learned from books, cadaver dissections, and prosections. During a lecture, the most common tool for presentations are screen projections such as PowerPoint presentations. Although this method has its teaching/learning advantage, it remains a 2‐dimensional surface unfavorable for depth perception, anatomical relationships, and clinical applications. Currently, there are several tools for the enhancement of learning and teaching anatomy, such as 3D virtual anatomy apps and anatomical models. Purpose Enhance learning through anatomy 3D applications integrated into an Upper Extremity Anatomy course for occupational therapy (OT) students. Methods There were 46 OT students (2 males and 44 females) enrolled in the TWU Summer 2018 Upper extremity anatomy course from the Dallas and Houston campuses. In supporting the lecture component, 3‐dimensional animations (“Complete Anatomy” app on an iPad Pro) of different anatomical upper extremity structures were projected to the big screen for the students to improve their understanding of the anatomy content that was covered. Upon course completion, the students were requested to provide their feedback and impressions regarding this combined teaching technique. Questions were tailored to examine the students' perception of integrating the app into the course, preference of the different tools used in the course, as well as their opinion on using this tool in the future. Results 96% of the students reported that the anatomy app was very helpful (85%–39/46), helpful (9%–4/46) or good (2%–1/46) in aiding to their comprehension of complex anatomy structures. It was found that the anatomy app was preferred secondly to the hands‐on prosection as a teaching tool. Moreover, 100% of the students considered that the anatomy app would be a helpful tool in OT Upper Extremity courses. Conclusion Combining the 3D anatomy apps into graduate anatomy courses appears to be a useful tool for the comprehensive learning of human anatomy. This is demonstrated by the selection of the 3D app by graduate students as the second best teaching tool to learn anatomy. This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .