Indiana University-Purdue University Indianapolis (IUPUI) / Background: The advancement of three-dimensional visualization technology
provides exciting new opportunities in medical education, including new methods for
teaching complex anatomical relationships and promising tools for the training of
postgraduate physicians. Information on how faculty use three-dimensional
visualization technology for anatomy education is essential for informed discussions
surrounding their effectiveness as a teaching tool and use in the medical curriculum, yet
the current literature lacks necessary contextual details on how faculty integrate these
technologies into actual medical curricula.
Methods: Fifteen medical educators from North American medical schools and
teaching hospitals completed semi-structured interviews and discussed how they use
three-dimensional visualization technology for teaching in preclinical courses, clinical
clerkships, and postgraduate programs. Transcripts were analyzed using the constant
comparative method and resulting themes were used to inform the creation of a
questionnaire.
Results: The resulting themes of analysis were organized according to a
curricular framework that describes how faculty use these technologies as an
instructional resource and how this use is related to the purposes, content, sequence,
instructional processes and evaluation of medical curricula. The results demonstrate how three-dimensional visualization technology is being is implemented in a variety of
ways in the curriculum and revealed numerous similarities of use across the levels of
medical education. Analyses revealed minimal use of three-dimensional visualization
technology for assessment and indicated faculty face significant challenges in designing
such assessment.
Conclusions: Results suggest continuing assessment of the effectiveness of these
technologies as a teaching tool needs to encompass broader aspects of use, such as
those described in this study. Additionally, results showing similarities of use across
levels suggest that educators and administrators should consider how threedimensional
visualization technology can be thoughtfully integrated to address the
changing needs of learners as they progress through medical education. Findings also
suggest that administrators who want to support the integration of three-dimensional
visualization technology into the curriculum need to provide adequate support and
training to help faculty overcome time limitations and difficulties designing assessment
methods.
| Identifer | oai:union.ndltd.org:IUPUI/oai:scholarworks.iupui.edu:1805/25295 |
| Date | 01 1900 |
| Creators | Helbling, Shannon Amara |
| Contributors | Torbeck, Laura J., Byram, Jessica N., Deane, Andrew S., Nelson Laird, Thomas F. |
| Source Sets | Indiana University-Purdue University Indianapolis |
| Language | en_US |
| Detected Language | English |
| Type | Dissertation |
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