ArticleFrontiers in neuroanatomy2026
A comparative study of cerebral anatomy teaching based on 3D body mobile application versus traditional teaching.
Article in Frontiers in neuroanatomy, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Objective: To observe the application effect of the 3D Body Mobile Application (App) in the teaching of neuroanatomy. Methods: 100 students from the outstanding class of clinical medicine major of Xi'an Medical University were selected as the research subjects and randomly divided into the experimental group (50 students) and the control group (50 students). During the teaching of cranial brain anatomy, the control group adopted the traditional teaching mode, while the experimental group combined the traditional teaching mode with the Three-dimensional (3D) Body Mobile App. After the two groups completed the teaching of cranial brain anatomy, a test paper was designed to analyze and statistically analyze the test scores. At the same time, the satisfaction of the teaching method's interest, flexibility, richness of teaching content, and learning efficiency was investigated separately; finally, 20 peer clinical teachers conducted peer teaching evaluations from aspects such as teaching novelty, teaching logic, teaching rigor, teaching target orientation, student concentration, value orientation guidance, and integration of course ideological education. Results: In terms of the interestingness of teaching methods, the flexibility, richness, and learning efficiency of teaching content, the control group had the following percentages: 64, 54, 44, and 38%, respectively; the experimental group had the following percentages: 90, 84, 88, and 82%, respectively. The experimental group outperformed the control group ( Conclusion: Using the 3D Body Mobile application in cranial anatomy teaching can enhance the interest and intuitiveness of instructional content to a certain extent. Through three-dimensional models, interactive operations, and dynamic demonstrations, previously abstract anatomical structures become vivid, intuitive, and easier to understand. This tool optimizes teaching methods and the allocation of educational resources, offering students a more flexible and self-directed learning approach. At the same time, it addresses some shortcomings of traditional teaching methods, providing new strategies and references for future instruction.
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