Comparison of ‘Complete Anatomy’ (CA) to conventional methods for teaching laryngeal anatomy to first-year dental and dental hygiene students in Ireland

Abstract

Background

Digital 3D visualisation tools have been increasingly used to supplement anatomy teaching with positive results reported in knowledge acquisition, 3D spatial understanding, and active student engagement. Despite their well-documented benefits, evidence of their learning effect on head and neck anatomy is limited.

Methods

This cross-over design study aimed to compare using Complete Anatomy (CA) and conventional methods (prosections and plastic models) to learn laryngeal anatomy. Fifty-four first-year dental and dental hygiene students were randomly assigned to a CA and a conventional group. Pre- and post-tests were used to compare groups' knowledge gains, and a feedback questionnaire was used to compare students' perceptions towards CA.

Results

Both groups improved significantly in the post-test compared to the pre-test (Cohen's d ≥ 0.8). The conventional group significantly outperformed their counterparts in total (Cohen's d = 0.57) and written questions (Cohen's d = 0.9). However, both groups performed equally in the identification questions. Question-based analysis shows that the CA group performed significantly better in the identification questions than in the written questions (Cohen's d = 0.51). Nearly half the students perceived the CA application as easy to use, and the same proportion believed CA assisted their learning of laryngeal anatomy.

Conclusion

This study provides further evidence of the effectiveness of CA in knowledge gain and anatomical recognition and supports its use as supplementary to anatomy education in general and head and neck anatomy in particular.