Comparing 2-D and 3-D Instructional Methods for Teaching Laryngeal Anatomy Concepts

Abstract

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.