Two hypermedia interactive programs will be presented that were designed to enhance the independent learning of dental students. They include three-dimensional modeling, animation, audio components, and a section for self-testing. The topics covered are 1) TMJ and 2) a detailed study of the skull the bones that comprise it. The programs were developed using Asymetrix Toolbook.

A pilot test of the Virtual TMJ was conducted on a small sample of 16 first year dental students over the summer. An evaluation group and a control group were established. Evaluation subjects were asked to proceed through the program independently at their own pace. Upon completion, participants were asked questions regarding navigation, and interface design. They also provided feedback concerning areas, which they considered successful or required further improvement. Participants were also asked to express how successful the visual aids were in explaining the TMJ. Members of the control group were required to read sections from the assigned text that deal with the TMJ. Both groups were also required to complete a six question multiple-choice examination based on the content of the program or textbook. Test scores of individuals using the computer-based program showed that comprehension was improved over those who read the assigned text. Analysis of the results, however, revealed that this difference was not significant due to the small sample size. A field test is currently underway utilizing the entire class of 72 first year students.

A top quality skull was photographed on a turntable. Pictures were taken at 100 rotational increments and subsequently digitized to render as QuickTime movies. This will ultimately enable the student to rotate the skull in order to study it from different views. In the same way, 22 individual human skull bones were photographed, digitized, and rendered into QuickTime movies. A three dimensional skeletal model had been purchased through funding from the Divisions of Anatomy and Biomedical Communications, Department of Surgery and the Division of Teaching Labs, Faculty of Medicine. The three dimensional model permits rendering of the skull or any of its components in any view. It also allowed us to color-code each of the bones to indicate their relative positions in relation to the other bones. The graphics and movies have been incorporated into an interactive teaching program using Toolbook II. Each of the features of the intact skull and the individual bones has been labeled to allow the student to learn the features and their associations with overlying soft tissue structures. Graphics can be viewed without labels, with interactive question marks that identify the features one at a time, or with all the labels in place. The module includes a self-testing component. Students can assess their progress and individual scores can be tracked. The next phase of the project will require the construction of three-dimensional models of craniofacial muscles that can be applied to the skull to demonstrate the muscles and their movements. As time and funding permit, subsequent modules will add the nerves and blood vessels that supply the muscles and overlying skin.

BENEFIT TO PARTICIPANTS ATTENDING SESSION:

This informal presentation will be of interest to teachers of gross anatomy who are interested in preparing or using multimedia, self instructional programs. These programs may be used as an adjunct to clarify and reinforce the complex concepts and regions that challenge students particularly given the truncated schedules allotted to the teaching of Gross Anatomy at most schools.

CO-AUTHORS:
Kevin Millar
Graduate
Division of Biomedical Communications, Department of Surgery University of Toronto,
Toronto, Ontario
M5S 1A8