Can 3D printed and virtual whole embryo models save embryology education?

Abstract

Competent knowledge in embryology can establish a foundation for understanding gross anatomy and congenital anomalies, but instructional contact hours for embryology is currently at a minimum in health professional curricula. To complicate the matter, embryology is perhaps one of the most challenging subjects to teach and learn, due to the complex 4‐dimensional (4D) nature of development. With the advent of technology, more visual resources such as 3D figures and virtual embryo models are emerging. However, the educational efficacy of these resources is yet to be assessed systematically.An IRB‐exempt study was designed to evaluate the educational value of 3D virtual and 3D printed whole embryo models, produced from renderings of serial histological sections of a pig embryo. First year students in medical, dental and graduate programs who have not yet encountered the subject were recruited and each cohort was randomized into 3 experimental groups: group A received a 3D virtual embryo model with a handout for orientation; group B received a 3D printed whole embryo model and the handout; and group C received the handout only. All participants completed a prequiz and a post quiz before and after interacting with the experimental resources, followed by a survey. A total of 162 (56 medical, 80 dental, 26 graduate) students completed the study. Statistical analyses revealed that groups A (n=69) and B (n=37) performed significantly better on the post quiz compared to the pre quiz (11% increase each; A, p=0.002; B, p=0.04). Group C (n=56) pre vs. post quiz analytics were not statistically significant (7% increase; p = 0.09). The amount of increase in post quiz scores across the 3 experimental groups was not statistically significant (p=0.12), suggesting that handout alone may have some educational value. Analyses of cohort performance, independent of experimental grouping, revealed that graduate students' post quiz improvement was significantly higher (21%) than the other cohorts (p=0.0001); dental and medical students did not perform significantly higher on post quiz (8% each; p=0.11). Survey analyses illustrated a larger proportion of graduate students (96%) rating embryology important outside of their specific coursework, compared to medical (62%) and dental (37%) students. Despite these differences in performance and survey ratings, the majority of participants (81%) indicated that they value 3D resources for embryology and would recommend the production of other similar resources.This study demonstrates that 3D resources and a handout for embryology can lead to a measurable learning outcome in the absence of a didactic lecture. Further research may reveal the influence of intrinsic motivation on the use of the 3D and non‐3D resources for learning embryology, as well as new insights in student performance versus preference, and the value of embryology amongst future health professionals.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.