Renal Anatomy Review Activity Using 3D Digital Models and Clinical Cases
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| Title: | Renal Anatomy Review Activity Using 3D Digital Models and Clinical Cases |
|---|---|
| Language: | English |
| Authors: | Nathan Tullos (ORCID |
| Source: | Anatomical Sciences Education. 2026 19(3):489-497. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Medical Students, Anatomy, Photography, Computer Simulation, Medical Education, Human Body, Active Learning, Scores |
| DOI: | 10.1002/ase.70151 |
| ISSN: | 1935-9772 1935-9780 |
| Abstract: | Decreased contact hours have led to investigation of new visualization methods for anatomy education. As a result, novel methods of three-dimensional modeling continue to proliferate. Photogrammetry has been utilized recently to construct 3D digital models from human body donors. The purpose of this study was to explore the benefits of photogrammetry and its potential in improving student performance in a first-year preclinical medical renal and genitourinary systems course. All 166 students enrolled in the course were invited to participate in an active learning session that consisted of a pre-test, renal anatomy review lecture, and collaborative time spent reviewing the digital models and clinical cases. Students completed the learning session by taking a post-test. One hundred and forty-seven students participated in the research study, and students scored significantly higher on the post-test (M = 4.54, SD = 1.78) compared to the pre-test (M = 3.58, SD = 1.83), p < 0.001. Students' scores on the post-test accounted for anywhere from 3% to 8% of the variability in performance on the anatomy questions of the bimonthly class exam, overall performance on the bimonthly class exam, and the board exam. These findings suggest that the use of three-dimensional digital models and clinical cases positively impacted student learning immediately and that these improvements are stable. Future investigation into the application and efficacy of photogrammetry as a component of active learning is warranted. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499815 |
| Database: | ERIC |
| Abstract: | Decreased contact hours have led to investigation of new visualization methods for anatomy education. As a result, novel methods of three-dimensional modeling continue to proliferate. Photogrammetry has been utilized recently to construct 3D digital models from human body donors. The purpose of this study was to explore the benefits of photogrammetry and its potential in improving student performance in a first-year preclinical medical renal and genitourinary systems course. All 166 students enrolled in the course were invited to participate in an active learning session that consisted of a pre-test, renal anatomy review lecture, and collaborative time spent reviewing the digital models and clinical cases. Students completed the learning session by taking a post-test. One hundred and forty-seven students participated in the research study, and students scored significantly higher on the post-test (M = 4.54, SD = 1.78) compared to the pre-test (M = 3.58, SD = 1.83), p < 0.001. Students' scores on the post-test accounted for anywhere from 3% to 8% of the variability in performance on the anatomy questions of the bimonthly class exam, overall performance on the bimonthly class exam, and the board exam. These findings suggest that the use of three-dimensional digital models and clinical cases positively impacted student learning immediately and that these improvements are stable. Future investigation into the application and efficacy of photogrammetry as a component of active learning is warranted. |
|---|---|
| ISSN: | 1935-9772 1935-9780 |
| DOI: | 10.1002/ase.70151 |
