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Students Prefer Narrated 3D Anatomy Videos for Prelab Preparation Compared to Traditional Resources and Usage is Related to Class Performance
Author(s) -
Fleagle Timothy,
Borcherding Nicholas,
Hoffmann Darren
Publication year - 2017
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.31.1_supplement.97.1
Subject(s) - class (philosophy) , likert scale , gross anatomy , dissection (medical) , computer science , multimedia , medical education , psychology , anatomy , medicine , artificial intelligence , developmental psychology
In order to address poor student preparation for lab dissection in a Dental gross anatomy course, custom‐made, narrated 3D anatomy videos were implemented to be used as prelab material by students. The videos were recorded by the authors using a commercially‐available anatomy model (Cyber‐Anatomy) and designed to reflect the steps of dissection and the key anatomical relationships in each step. Each video corresponded with a dissection lab. The current study aimed to quantify student opinions of these 3D videos compared to other available traditional prelab materials (dissection videos, key atlas figures and abbreviated instructions), determine if usage was related to class performance, and if there were any observable usage patterns between performance, age or gender. We hypothesized that the students would prefer the narrated 3D anatomy videos, and their use would be correlated with performance in the course. All prelab materials were posted on the class website and the 3D anatomy videos were hosted by a Panopto server which collected usage data. Student preferences were measured using a class evaluation survey, which asked students to rate the prelab materials on their importance for preparing for labs. A Likert scale ranging from very unimportant (1) to very important (5) was used to quantify student's preferences for each of the four resources. The preferences survey was administered online after the class concluded for two years (2014–2015, n=132 students; response rate=82.5%). Video usage data was collected by the Panopto server for three years (2014–2016, n= 240 students) including total views, minutes viewed, and a timestamp of when views occurred. Means and SEMs were calculated for all endpoints and data were analyzed using ANOVA using Tukey post‐test for multiple comparisons (GraphPad Prism). Students reported that the 3D videos were more important for preparing for labs (4.51±0.07 [Mean±SEM]) than the dissection videos (3.65±0.09, p<0.0001), and abbreviated instructions (4.15±0.08, p=.01) but reported they were equally important as key atlas figures (4.52±0.06, p=.99). Class performance was analyzed by comparing average views and average minutes watched to each grade quartile. Students who performed in the top two quartiles viewed the videos more often than those who performed in the third and fourth quartiles (top 31.25±3.50 [views], second 28.52±2.78 [p=0.89 vs. top], third 18.43±2.42 [p<0.01], fourth 19.75±1.98 [p<0.05]). No observable patterns between usage and demographic characteristics were found. Students preferred the online 3D narrated videos more than other traditional prelab materials. Students who performed better in the class also had a higher number of views and spent more time watching the videos. These findings suggest that implementing 3D narrated videos for prelab preparation is beneficial as it aligns with student preferences and usage is related to class performance. Support or Funding Information This work was supported by an internal grant from the University of Iowa Academic Technology Advisory Council.