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Background <p>This study aimed to evaluate the educational value of scenario-based anatomy training using patient-specific three-dimensional models of internal carotid artery (ICA) anatomical patterns.</p> Methods <p>A total of 120 first-year medical students were assigned to either traditional instruction or scenario-based learning supported by interactive 3D simulators. The training included visualization of ICA configurations such as straight, tortuous, kinking, and coiling patterns using computed tomography angiography data. Students were assessed before and after training using structured questionnaires evaluating anatomical understanding, usability, engagement, clinical relevance, and learning outcomes.</p> Results <p>The scenario-based group demonstrated statistically significant improvements across all domains (<i>p</i> &lt; 0.01–0.001). Anatomical understanding increased from 3.26 ± 0.92 to 4.50 ± 0.78, while clinical relevance improved from 3.12 ± 0.66 to 4.52 ± 0.64. Engagement scores rose from 3.32 ± 0.88 to 4.45 ± 0.70. The overall experience score was higher in the simulation group (4.62 ± 0.64) compared to the traditional group (3.50 ± 0.68).</p> Conclusion <p>Scenario-based 3D simulation enhances clinical anatomy learning, supports spatial understanding, and improves diagnostic reasoning skills, offering a more effective alternative to traditional teaching methods.</p>

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From anatomy to surgical safety: scenario-based learning for internal carotid artery patterns in undergraduate education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年8月4日

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  • Ozden Bedre Duygu,
  • Figen Govsa,
  • Tahir Yagdi,
  • Ibrahim Duygu,
  • Mehmet Asim Ozer,
  • Gokhan Gokmen

摘要

Background

This study aimed to evaluate the educational value of scenario-based anatomy training using patient-specific three-dimensional models of internal carotid artery (ICA) anatomical patterns.

Methods

A total of 120 first-year medical students were assigned to either traditional instruction or scenario-based learning supported by interactive 3D simulators. The training included visualization of ICA configurations such as straight, tortuous, kinking, and coiling patterns using computed tomography angiography data. Students were assessed before and after training using structured questionnaires evaluating anatomical understanding, usability, engagement, clinical relevance, and learning outcomes.

Results

The scenario-based group demonstrated statistically significant improvements across all domains (p < 0.01–0.001). Anatomical understanding increased from 3.26 ± 0.92 to 4.50 ± 0.78, while clinical relevance improved from 3.12 ± 0.66 to 4.52 ± 0.64. Engagement scores rose from 3.32 ± 0.88 to 4.45 ± 0.70. The overall experience score was higher in the simulation group (4.62 ± 0.64) compared to the traditional group (3.50 ± 0.68).

Conclusion

Scenario-based 3D simulation enhances clinical anatomy learning, supports spatial understanding, and improves diagnostic reasoning skills, offering a more effective alternative to traditional teaching methods.