Visualizing Anatomy: Comparing the Pedagogical Impact of Chalkboard Teaching and 3D Models
Abstract
Effective anatomy education is critical for preparing medical students for clinical tasks such as surgical planning and radiological interpretation. Traditional chalkboard teaching and modern 3D printed models offer distinct approaches, yet their comparative pedagogical impact remains underexplored. This study evaluates chalkboard, 3D printed model, and hybrid teaching methods to optimize anatomy learning for clinical applications like coronary artery mapping and neurosurgery planning. A quasi-experimental study involved 120 undergraduate medical students randomly assigned to three groups (n = 40 each) for a 15-week intervention: chalkboard (lectures with 2D diagrams), 3D printed models (hands-on learning with patient-specific models, e.g., 3D printed heart for angioplasty), and hybrid (integrating both, model-first sequence). Outcomes were assessed via a 20-item anatomy quiz (skeletal, cardiovascular, neuroanatomy, muscular domains), a 30-item pre- and post-activity questionnaire (5-point Likert scale, knowledge, engagement, clarity), qualitative interviews (n = 28, hybrid group), and the Pedagogical Visualization Index (PVI). Data were analyzed using ANOVA, paired t-tests, and thematic analysis. The hybrid group outperforms others, with superior knowledge gain (81.8%, p < 0.001), engagement (4.4 ± 0.4), clarity (4.6 ± 0.3), and PVI (0.830) compared to 3D models (PVI: 0.720) and chalkboard (PVI: 0.543), excelling in cardiovascular (84%, e.g., coronary artery mapping) and…
How strong is the evidence?
Evidence Hub reads this as a randomized trial, done in people. Its evidence level is 2 of 5 (High · randomized trial). Randomized trials of a reasonable size are the strongest single-study design. Reported size: 40 participants or records.
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