Enhancing Spatial Abilities & Learning Outcomes Through 3D Interactive Technology: A Randomized Controlled Trial in Dental Education

Overview

The longstanding problem with our dental training is to translate what we see from 2D line drawings in books into 3D images and subsequently work on 3D objects e.g. teeth or jaw bone that are in different spatial relationships. Traditionally, students will be given line diagrams of teeth or jaw bone viewed from different angles e.g. cross sectional, sagittal, and coronal views, and be expected to form 3D images in their minds so that they can safely work on patients. However, this ability to manipulate 2D and 3D images and their spatial relations, termed spatial ability, is inherent within the student. Some studies showed that it could not be learned, however, technology can be used to enhance it. For example, video games e.g. minecraft can improve it.

Recently, the 3D Interactive Tooth Atlas was introduced into the curriculum of majority of North American dental schools. This resource allowed students to virtually manipulate images of human teeth 3-dimensionally and perform independent learning in-class and out-of-class. It is somewhat like a video game. However, there is no study that evaluated the effect of this 3D resource on spatial ability of dental students. If proven effective in enhancing spatial ability, it will enhance learning outcomes in all dental disciplines. Therefore, this work is important for the training of dentists and ultimately for improved patient care.

In this project, students were divided into 2 groups, those with inherently high and low spatial abilities. Within each group, students were randomly given the 3D interactive resource to supplement the conventional lectures and course notes. They will be given spatial abilities tests at the end of their dental morphology and pre-clinical endodontic modules. The results will be correlated to their grades in the knowledge and practical skills assessments in the 2 modules. The project will thus answer the central question of whether the use of technology can improve spatial abilities and thus improve leaning outcomes across all disciplines in dentistry. The project aimed to answer the following key questions:
1. Is there a relationship between spatial abilities and students’ learning in two modules in dentistry (D1 Dental Morphology and D2 Pre-clinical Endodontics)?
2. Does use of a 3D interactive technology improve learning outcomes in Dental Morphology and Pre-clinical Endodontics?
3. Is the effect of 3D interactive technology on educational outcomes more apparent in students with lower spatial abilities at the start of the course in dentistry?
4. Does use of a 3D interactive technology improve student’s spatial abilities longitudinally over 2 years?