Case Based Learning Using a Dynamic 3D Model: An Integrated Approach in Teaching Anatomy
Authors: Elgemay Azza Mohamed , Eladl Mohamed Ahmed 
Published: April 2020

Medical students have different levels of spatial competence. Some students can look at a well‐prepared 2D figure and understand all of the shapes and structure relationships. However, most students have to do that with difficulty and process it from wrong aspects. 3D model allows the student to integrate all of those aspects into one object that can be seen from different angles. Different 3D designs save a lot of time for the students as well as the instructors. In addition, making these 3D models movable (dynamic 3D) allows for creative reflections and problem solving in practice. The students can have the opportunity of establishing new instruments that build the teamwork through shared activities. Recruiting dynamic 3D models in anatomy teaching also favors implementation of effective instructional approaches with active participation by the students.

This study aims to describe a novel intervention in teaching the anatomy of the extraocular muscles by incorporating a dynamic 3D model and utilizing a case based learning methodology. We created a dynamic 3D model demonstrating the extraocular muscles surrounding the eyeball (fig
1). The anatomist demonstrated attachments, nerve supply and action of the extraocular muscles on the model. The students were able to pull each muscle and notice the movement of the eyeball. Ophthalmologist is then involved in the study by demonstrating strabismus case followed by explanation of the different effects of nerve injuries in which paralysis of the extraocular muscles occurs and led to different types of strabismus.

The students were allowed to reflect on the Case Based Learning. They were asked to voluntarily participate in an anonymous questionnaire. The items in the questionnaire form obeyed Likert‐type rating scales in which the respondent show the level of agreement or disagreement according to five point Likert scale. In addition, focus group discussion was conducted to discuss if this reflected on their way of anatomy learning.

Results

Eighty‐two third year medical students participated in this study. Almost Sixty‐one percent (n=50) of the students enjoyed the session. Ninety percent (n=74) described the dynamic 3D as more helpful in the application of knowledge than the 2D or static 3D models. Sixty‐seven percent (n=55) mentioned that the dynamic 3D model increased their deep and spatial understanding. Sixty‐three percent (n=52) of the students demonstrated that integration between basic and clinical data through involving of clinician with the teaching faculty promotes better understanding of the clinically relevant topics. Some students in the focus group described the integrated basic and clinical teaching as the best way to demonstrate the relevance of the anatomical data taught in their basic science years.

Conclusion

The use of dynamic 3D models could be superior to traditional teaching in consolidating the understanding and the relevance of the anatomical relations. That can be achieved through integrating basic anatomy teaching with clinician involvement using case based learning.

Dynamic 3D model demonstrating the extraocular muscles movement

Figure 1