The Use of 3‐D Stereoscopic and 2‐D Videos as Pre‐Lab Tool for Anatomy Dissection

The hypothesis was that viewing a 2‐D or 3‐D stereoscopic pre‐lab video containing interspersed instructions and short multiple‐choice questions would improve students’ ability to efficiently perform dissections and more quickly identify required structures. First‐year D.V.M. class was divided into 21 dissection teams of four students each. Teams were randomly assigned to one of three groups, A, B and C. Preparation for all groups included reading the lab manual. Video groups interacted with a 30‐minute video. All groups were allowed 45 minutes to dissect the thorax of a dog and find a list of assigned structures followed by a quiz. Preliminary results are as follows: There was no significant difference (p > 0.05) among the groups on the post‐dissection quiz nor on the number of structures the groups identified during the dissection period (p > 0.05). In conclusion, the first phase of this cross‐over design experiment that will include dissection of abdomen and pelvis did not support the hypothesis that video pre‐dissection laboratory preparation would lead to greater speed in identifying required anatomical structures or performance on a post‐dissection quiz. However, for aspects that might reflect on the need for laboratory teaching assistance, there was a trend that supported the hypothesis that video preparation would be superior to lab manual preparation. Grant Funding Source : School of Veterinary Medicine, Purdue University,