Teaching internal structures obscured from direct view is a major challenge of anatomy education. High‐fidelity interactive three‐dimensional (3D) micro‐computed tomography (CT) models with virtual dissection present a possible solution. However, their utility for teaching complex internal structures of the human body is unclear. The purpose of this study was to investigate the use of a realistic 3D micro‐CT interactive visualization computer model to teach paranasal sinus anatomy in a laboratory setting during pre‐clinical medical training. Year 1 (n = 79) and Year 2 (n = 59) medical students undertook self‐directed activities focused on paranasal sinus anatomy in one of two laboratories (traditional laboratory and 3D model). All participants completed pre and posttests before and after the laboratory session. Results of regression analyses predicting post‐laboratory knowledge indicate that, when students were inexperienced with the 3D computer technology, use of the model was detrimental to learning for students with greater prior knowledge of the relevant anatomy (P < 0.05). For participants experienced with the 3D computer technology, however, the use of the model was detrimental for students with less prior knowledge of the relevant anatomy (P < 0.001). These results emphasize that several factors need to be considered in the design and effective implementation of such models in the classroom. Under the right conditions, the 3D model is equal to traditional laboratory resources when used as a learning tool. This paper discusses the importance of preparatory training for students and the technical consideration necessary to successfully integrate such models into medical anatomical curricula.

中文翻译：

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如果您看不到我们怎么给您看？尝试在医学教育中使用交互式三维Micro-CT模型。

教给直接看不清楚的内部结构是解剖学教育的主要挑战。具有虚拟解剖的高保真交互式三维（3D）微计算机断层扫描（CT）模型提出了一种可能的解决方案。但是，它们在教导人体复杂的内部结构方面的效用尚不清楚。这项研究的目的是研究在临床前医学培训期间，在实验室环境中使用逼真的3D micro-CT交互式可视化计算机模型教授鼻旁窦解剖学的方法。1年级（n = 79）和2年级（n = 59）的医学生在两个实验室之一（传统实验室和3D模型）中进行了针对鼻旁窦解剖的自我指导活动。所有参与者在实验室会议之前和之后均完成了前测和后测。P  <0.05）。但是，对于有3D计算机技术经验的参与者，该模型的使用对那些对相关解剖结构的先验知识较少的学生而言是有害的（P  <0.001）。这些结果强调，在课堂上设计和有效实施此类模型时，需要考虑几个因素。在适当的条件下，用作学习工具的3D模型等于传统的实验室资源。本文讨论了对学生进行预备培训的重要性，以及将此类模型成功整合到医学解剖学课程中所必需的技术考虑。