Enhancement of temporal bone anatomy learning with computer 3D rendered imaging softwares

Figures & data

Table

Practice points

Most of the students given the 3D anatomy tutorial enjoyed using the softwares and believed that their learning of temporal bone anatomy had been improved. The 3D anatomy softwares are considered as valuable self-teaching tools by the students, but they remained interested in a tutorial with a teacher who is able to assist with the virtual dissection. In addition to a classical lecture, the use of the 3D anatomy tutorial improved the ability of undergraduate students to answer the more difficult questions.

Figure 1. Image enhancement of the anatomical structures allowed with 3D modelling of the visible ear. Top: 3D reconstruction of the middle ear cavities. The ossicular chain appears in blue, the facial nerve in yellow, the cochlea–vestibular apparatus in pink, the carotid artery in red, and the auditory tube in light blue. Bottom: drawings of axial and coronal sections of the middle ear cavities. At least two drawings are required to give information about the 3D arrangement of the structures, whereas the 3D model provides this information directly taking advantage of the 360° rotation to explore several angles of view. Superposition of images or the masking of elements enables the completion or simplification (focussing on, e.g. the auditory ossicles) of the model.

Table 1.  Results of the questionnaire filled out by first year undergraduates enrolled on speech therapy and hearing aid practitioner courses

	Strongly agree (%)	Agree (%)	Neither agree nor disagree (%)	Disagree (%)	Strongly disagree (%)
The 3D tutorial helped me understand the lecture	40.38	53.85	0.00	5.77	0.00
The 3D rendering software could help me improve my anatomical knowledge	30.77	63.46	1.92	3.85	0.00
The 3D rendering software is user-friendly	15.38	63.46	11.54	9.62	0.00
I want to use this software alone	46.15	42.31	3.85	3.85	3.85
I prefer to use this software within a group session	42.31	34.62	9.62	9.62	3.85
I prefer to use this software with a teacher	30.77	28.85	17.31	15.38	7.69

Table 2.  Results of the questionnaire filled out by the ENT residents

	Strongly agree (%)	Agree (%)	Neither agree nor disagree (%)	Disagree (%)	Strongly disagree (%)
My anatomical knowledge is satisfactory and requires no other teaching	0.00	0.00	0.00	31.58	68.42
I am satisfied with the tools I have been exposed to previously for the learning of anatomy	5.26	15.79	5.26	47.37	26.32
The 3D rendering software could help me improve my anatomical knowledge	84.21	15.79	0.00	0.00	0.00
The 3D rendering software could help me improve my surgical skills	57.89	42.11	0.00	0.00	0.00
The 3D rendering software is user-friendly	57.89	42.11	0.00	0.00	0.00
I want to use this software alone	73.68	15.79	0.00	10.53	0.00
I prefer to use this software within a group session	26.32	52.63	10.53	10.53	0.00
I prefer to use this software with a teacher	31.58	52.63	5.26	5.26	5.26

Figure 2. Comparison of grades in 2007 (lecture only) and 2008 (lecture and use of 3D reconstruction model). For each box, the line represents the median value, the upper point is the 95th percentile and the lower point is the 5th percentile. Error bars are 25th/75th percentile.

Figure 3. Comparison of marks awarded for test 1 in 2007 (lecture) and those in 2008 (lecture and use of 3D reconstruction model).

Figure 4. Comparison of marks awarded for test 2 in 2007 (lecture) and those in 2008 (lecture and use of 3D reconstruction model).