Baş ve Boyun Nörovasküler Anatomisi Eğitiminde 3 Boyutlu Uygulamalar ile Klasik Laboratuvar Eğitiminin Karşılaştırılması

Abstract

The aim of this study is to compare the effectiveness of a head and neck neurovascular anatomy training program which developed using the ADDIE model, by evaluating classical laboratory education utilizing anatomical models and two-dimensional atlases versus a three-dimensional anatomy application. The study was conducted in two phases, theoretical education and laboratory practice, in February 2025. Prior to implementation, using the Anatomy Attitude Scale and the Mobile Learning Readiness Scale, descriptive data about the students were collected. Subsequently, a one-hour theoretical lecture on head and neck neurovascular anatomy was delivered. Based on the results of a Level Determination Exam administered after the theoretical session, students were randomly assigned into two groups: one received classical laboratory training using models and 2D atlases, while the other used a 3D anatomy application. A pre-test was administered to all participants the next day before the laboratory practice began. After completing their respective practice sessions, a post-test was applied. The group using the 3D application also completed the Mobile Learning Attitude Scale and the Intention to Use Mobile Applications Scale. All participants were asked to evaluate the learning method they used via a Basic Satisfaction Question scale. The Kirkpatrick model was used for outcome evaluation. Results showed that both groups improved their post-test scores compared to their pre-test scores; however, no statistically significant difference was found between the groups (p > 0.05). Students using the 3D application generally demonstrated a positive attitude toward mobile learning and a high willingness to use the mobile application. Based on these findings, the integration of 3D applications into anatomy curricula and the development of hybrid educational models are recommended. This study provides evidence that 3D mobile applications can serve as a complementary tool alongside classical laboratory methods in anatomy education.