The primary aim of this study was to validate interactive computer-assisted learning packages (ICALP) in a self operated computer controlled educational resource (SOCCER) to undergraduate (UG) physiotherapy students of anatomy. The development of ICALP, Test and FeedBack items for SOCCER are described, as well as the mechanism of delivery with continuous positive reinforcement to randomly selected students. To meet this requirement, a computer managed learning environment (CMLE) was established to affirm the value of ICALP and SOCCER materials to replace traditional lectures in anatomy. Quantitative data is given to verify this hypothesis during the education of UG physiotherapy students of anatomy. Throughout 1992, the UG population was randomly divided into Lecture and ICALP groups, with mutual exclusion of each to the other, for ten areas of study. These results were validated by re-application to the succeeding UG population in 1993. The secondary aim of this study was in two-parts. Firstly, to verify that ICALP materials can be applied to transfer 2-D cognitive anatomical information in a self-paced format of autonomous learning. Secondly, to investigate a premise that previously acquired 2-D anatomical information may be transferred into a 3-D psycho-motor skill. Ample data is given to verify the first hypothesis, with sufficient evidence to support the second. The subsidiary aim of this study compared the educational and administrative cost-effectiveness of ICALP and SOCCER with traditional lectures used in anatomy. Evidence is given to demonstrate that the time saved in lectures can be replaced by a lecture-seminar approach to problem-based learning to empower UG2 students to achieve at a level beyond that which would normally be expected. Sufficient data is provided to affirm the cost-benefits of ICALP and SOCCER to academic staff, individual students, and ++ / administrators. The untested belief held by schools of anatomy that high ranking pre-entrants in English, English Literature, and Human Biology, are more likely to transpose 2-D anatomical information into a 3-D skill than high ranking pre-entrants in Mathematics, Chemistry and Physics was also investigated. Scrutiny of these data could not determine any discriminatory differences of ability to succeed in UG anatomy by either of these two categories.

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Esta tese teve como objetivo apresentar o processo de construção, aplicação e avaliação de uma ferramenta para o ensino da neuroanatomia, acessível a partir de computadores pessoais, imersiva, interativa, foto-realística e que permita visão tridimensional e estereoscópica. Quarenta encéfalos frescos foram obtidos no Serviço de Verificação de Óbitos de São Paulo (SVO-SP) e submetidos às técnicas de fixação, conservação, injeção vascular, coloração de substância cinzenta, dissecação de fibras brancas, terebintina e clareamento ósseo, conforme sua finalidade, no laboratório de Técnica Cirúrgica e Cirurgia Experimental da Universidade de São Paulo (USP). Imagens das áreas de interesse foram capturadas utilizando-se uma plataforma giratória manual construída para este fim. As imagens foram processadas com softwares comercialmente disponíveis (Photoshop CS5; Stereo Photo Maker;VRWorx2.6 para Windows) em formato não linear, interativo, tridimensional e estereoscópico, e armazenadas em um banco de 5.337 imagens finais. O recurso didático foi aplicado a 84 graduandos do curso de medicina, divididos em três grupos: convencional (grupo1), interativo não estereoscópico (grupo2) e interativo estereoscópico (grupo3), cujas médias na avaliação do conhecimento prévio não diferiram estatisticamente entre si (P > 0,05). A ferramenta foi avaliada através de uma prova teórica e prática. Verificou-se que os Grupos 2 e 3 apresentaram as maiores médias e diferiram estatisticamente do Grupo 1 (P < 0,05); o Grupo 2 não diferiu estatisticamente do Grupo 3 (p > 0,05), mostrando resultado do treinamento semelhante na prova teórica. Observando-se os Tamanhos do Efeito, verificou-se que esses foram de grande magnitude, indicando uma efetividade do treinamento dos alunos. Os resultados da ANOVA mostraram que existe diferença significativa (P < 0,05) entre as médias dos grupos, e por meio do teste de Tukey observou-se que existe diferença estatística entre o Grupo 1 e os demais (P < 0,05). Na prova prática pode-se observar, que de modo semelhante à prova teórica, não houve diferença estatística entre os Grupos 2 e 3. Os autores concluem que o método apresentado propiciou ganho de conhecimento e rendimento pedagógico significativamente superior quando comparado com o tradicional / This thesis aims to show the process of the construction, implementation and evaluation of a tool for teaching neuroanatomy. The tool presented is accessible from personal computers, immersive, interactive, and allows photorealistic three-dimensional and stereoscopic vision. Forty fresh brains were obtained from the São Paulo Department of Death Records (SP-DDR- Serviço de Verificação de Óbitos de São Paulo (SVO-SP)) and subjected to fixation, conservation, vascular injection, staining of gray matter, white fiber dissection, turpentine and bleaching bone techniques, as needed, at the Surgical Technique and Experimental Surgery Laboratory, University of São Paulo (Laboratório de Técnica Cirúrgica e Cirurgia Experimental da Universidade de São Paulo- USP). Images of areas of interest were captured using a manual turntable built for this purpose. The images were processed with commercially available software (Photoshop CS5; Stereo Photo Maker; VRWorx2.6 for Windows) non-linear format, interactive, three-dimensional stereoscopic and stored in a database of 5337 final images. The teaching resource was applied to 84 undergraduate medical students, divided into three groups: conventional (group 1), interactive non-stereoscopic (group 2) and interactive stereoscopic (group 3). Averages on the assessment of prior knowledge did not differ significantly (P > 0.05) among groups. The tool was evaluated through a written theory test and a lab practical. Groups 2 and 3 showed the highest averages and differed significantly from Group 1 (P < 0.05), Group 2 did not differ statistically from Group 3 (p > 0.05), revealing a result of similar training on the written theory test. Observing the Effect Sizes, it was found that those were of great magnitude, indicating student training effectiveness. ANOVA results showed significant difference (P < 0.05) between group means, and the Tukey test showed statistical difference between Group 1 and the others (P < 0.05). On the lab pratical, it may be noted that similarly to the written theory test, no statistical difference between Groups 2 and 3 were found. The authors conclude that the tool presented provided a gain of knowledge for students and yielded significantly higher leaning when compared with traditional teaching resources

Esta tese teve como objetivo apresentar o processo de construção, aplicação e avaliação de uma ferramenta para o ensino da neuroanatomia, acessível a partir de computadores pessoais, imersiva, interativa, foto-realística e que permita visão tridimensional e estereoscópica. Quarenta encéfalos frescos foram obtidos no Serviço de Verificação de Óbitos de São Paulo (SVO-SP) e submetidos às técnicas de fixação, conservação, injeção vascular, coloração de substância cinzenta, dissecação de fibras brancas, terebintina e clareamento ósseo, conforme sua finalidade, no laboratório de Técnica Cirúrgica e Cirurgia Experimental da Universidade de São Paulo (USP). Imagens das áreas de interesse foram capturadas utilizando-se uma plataforma giratória manual construída para este fim. As imagens foram processadas com softwares comercialmente disponíveis (Photoshop CS5; Stereo Photo Maker;VRWorx2.6 para Windows) em formato não linear, interativo, tridimensional e estereoscópico, e armazenadas em um banco de 5.337 imagens finais. O recurso didático foi aplicado a 84 graduandos do curso de medicina, divididos em três grupos: convencional (grupo1), interativo não estereoscópico (grupo2) e interativo estereoscópico (grupo3), cujas médias na avaliação do conhecimento prévio não diferiram estatisticamente entre si (P > 0,05). A ferramenta foi avaliada através de uma prova teórica e prática. Verificou-se que os Grupos 2 e 3 apresentaram as maiores médias e diferiram estatisticamente do Grupo 1 (P < 0,05); o Grupo 2 não diferiu estatisticamente do Grupo 3 (p > 0,05), mostrando resultado do treinamento semelhante na prova teórica. Observando-se os Tamanhos do Efeito, verificou-se que esses foram de grande magnitude, indicando uma efetividade do treinamento dos alunos. Os resultados da ANOVA mostraram que existe diferença significativa (P < 0,05) entre as médias dos grupos, e por meio do teste de Tukey observou-se que existe diferença estatística entre o Grupo 1 e os demais (P < 0,05). Na prova prática pode-se observar, que de modo semelhante à prova teórica, não houve diferença estatística entre os Grupos 2 e 3. Os autores concluem que o método apresentado propiciou ganho de conhecimento e rendimento pedagógico significativamente superior quando comparado com o tradicional / This thesis aims to show the process of the construction, implementation and evaluation of a tool for teaching neuroanatomy. The tool presented is accessible from personal computers, immersive, interactive, and allows photorealistic three-dimensional and stereoscopic vision. Forty fresh brains were obtained from the São Paulo Department of Death Records (SP-DDR- Serviço de Verificação de Óbitos de São Paulo (SVO-SP)) and subjected to fixation, conservation, vascular injection, staining of gray matter, white fiber dissection, turpentine and bleaching bone techniques, as needed, at the Surgical Technique and Experimental Surgery Laboratory, University of São Paulo (Laboratório de Técnica Cirúrgica e Cirurgia Experimental da Universidade de São Paulo- USP). Images of areas of interest were captured using a manual turntable built for this purpose. The images were processed with commercially available software (Photoshop CS5; Stereo Photo Maker; VRWorx2.6 for Windows) non-linear format, interactive, three-dimensional stereoscopic and stored in a database of 5337 final images. The teaching resource was applied to 84 undergraduate medical students, divided into three groups: conventional (group 1), interactive non-stereoscopic (group 2) and interactive stereoscopic (group 3). Averages on the assessment of prior knowledge did not differ significantly (P > 0.05) among groups. The tool was evaluated through a written theory test and a lab practical. Groups 2 and 3 showed the highest averages and differed significantly from Group 1 (P < 0.05), Group 2 did not differ statistically from Group 3 (p > 0.05), revealing a result of similar training on the written theory test. Observing the Effect Sizes, it was found that those were of great magnitude, indicating student training effectiveness. ANOVA results showed significant difference (P < 0.05) between group means, and the Tukey test showed statistical difference between Group 1 and the others (P < 0.05). On the lab pratical, it may be noted that similarly to the written theory test, no statistical difference between Groups 2 and 3 were found. The authors conclude that the tool presented provided a gain of knowledge for students and yielded significantly higher leaning when compared with traditional teaching resources