JMIR Publications

ABSTRACT

Background:

Three-dimensional modalities are increasingly being utilized as adjuncts for medical trainees learning about complex anatomical concepts such as congenital heart disease (CHD).

Objective:

Evaluate the use of two such modalities, 3D-printed models and augmented reality (AR), in improving medical students’ understanding and knowledge retention of CHD when compared to traditional teaching methods.

Methods:

A prospective cohort study was performed with twenty-six first year medical students. Students were randomly assigned to receive a 30-minute teaching session using traditional slide-based lecture, 3D-printed model, or AR. Participants completed a 16-question pre-test consisting of four basic general cardiology questions and six questions each regarding the anatomy and physiology of tetralogy of Fallot and hypoplastic left heart syndrome. Participants completed a post-test immediately following the teaching session as well as a delayed post-test three weeks later.

Results:

When comparing overall and subsection post-test scores, the AR group obtained perfect immediate post-test scores at a significantly increased rate compared to the lecture and 3D model groups (p=0.024). The AR group also showed significantly greater score improvement from pre- to post-test as well as notable trends suggesting increased retention in those who used the modality. Subjectively, participants in the lecture group endorsed difficulty grasping anatomy and physiology using only 2D diagrams while those in the 3D-printed model and AR groups nearly unanimously described the ability to better visualize the complex cardiac defects as an aid to their understanding.

Conclusions:

Due to the visuospatial benefits of these modalities, there is potential for use in medical education to improve students’ knowledge of complex anatomical and physiological concepts. Augmented reality shows encouraging trends towards improving immediate understanding and retention of complex congenital cardiac defects.