Comparing 2-D and 3-D Instructional Methods for Teaching Laryngeal Anatomy Concepts
Beck, Katie M.
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The current study focused on the various ways undergraduate students learn laryngeal anatomy. The purpose of the study was to examine the effectiveness of three different teaching modalities: 2-D images, 3-D models, and prosected pig larynges. Freshmen and sophomore-level students majoring in communication sciences and disorders at the University of Wisconsin-Eau Claire were chosen because they have limited knowledge of laryngeal anatomy, helping to decrease prior knowledge as a confounding variable. Each participant completed a two-part pre-test including a live model and a stroboscopic image. The first portion of the pre-test required participants to identify laryngeal landmarks numbered on the neck of a live model. Students were first asked to identify the numbers through free recall, followed by cued recall, and then using a word bank. The participants then identified numbers on a stroboscopic still image through the same process. Students were randomly placed into one of three groups: 2-D images, 3-D models, or prosected pig larynges. Two days after the pre-test, they attended a learning session in which they were taught laryngeal anatomy through the use of their assigned modality. The researcher followed a script to ensure that each group received the same instruction. Instruction lasted for fifteen minutes and the students had 30 minutes to study on their own. The post-test was identical to the pre-test. Change scores were calculated from individuals' pre-test and post-test scores, with comparisons made using a repeated-measures ANOVA for teaching modality, type of test, and type of cuing. The students assigned to the physical models modality showed the most improvement from pre- to post-test. Overall, each group performed better on the stroboscopic still image portion of the post test. For undergraduate students learning laryngeal anatomy, 3-D physical models may be the most effective method.