The Use of Augmented Reality Technology in Medical Specimen Museum Tours

"Spine to the future"-A narrative review of anatomy engagement

Anatomy has been integral to medical and health education for centuries, it has also had a significant role in wider public life, as an educational resource, a link to their health, and also as a darker deterrent. Historically, public engagement in anatomy is hallmarked by public dissections of convicted criminals across the globe. Artists, specifically non-medical men, such as Leonardo da Vinci, are reported to have participated in public dissection. Dissection would later rekindle public interest in anatomy as graverobbing led to the reform and regulation of anatomy in many countries. In recent years, there has been growing interest from the public in learning more about their bodies as health and well-being become of paramount importance, particularly following the COVID-19 pandemic. Anatomy sits in a prime position to direct and instigate conversations around health, well-being, and body image. Every human on earth possesses a perfect resource to look at and learn about. Models, art-based anatomical activities, and crafts provide active learning opportunities for the wider public around anatomy. Most recently, apps, games, and extended reality provide novel and insightful learning opportunities for the public relating to the body. Finally, training and resources must also be made available from institutions and professional bodies to anatomists to enable them to deliver engagement in an already congested and educationally heavy schedule. This resurgence of interest in anatomical public engagement sees anatomy re-enter the public spotlight, with more appropriate resources and educational settings to offer engagement with the aim of benefiting the public.

Learning technology in health professions education: Realising an (un)imagined future

CONTEXT

Technology is being introduced, used and studied in almost all areas of health professions education (HPE), often with a claim of making HPE better in one way or another. However, it remains unclear if technology has driven real change in HPE. In this article, we seek to develop an understanding of the transformative capacity of learning technology in HPE.

METHODS AND OUTCOMES

We first consider the wider scholarship highlighting the intersection between technology and pedagogy, articulating what is meant by transformation and the role of learning technology in driving educational transformation. We then undertake a synthesis of the current high visibility HPE-focused research. We sampled the literature in two ways-for the five highest impact factor health professional education journals over the past decade and for all PubMed indexed journals for the last 3 years-and categorised the extant research against the Substitution, Augmentation, Modification, Redefinition model. We found that the majority of research we sampled focussed on substituting or augmenting learning through technology, with relatively few studies using technology to modify or redefine what HPE is through the use of technology. Of more concern was the lack of theoretical justification for pedagogical improvement, including transformation, underpinning the majority of studies.

CONCLUSIONS

While all kinds of technology use in learning have their place, the next step for HPE is the robust use of technology aiming to lead transformation. This should be guided by transformational educational theory and aligned with pedagogical context. We challenge HPE practitioners and scholars to work thoughtfully and with intent to enable transformation in education for future health professionals.

Exposure to Extended Reality and Artificial Intelligence-Based Manifestations: A Primer on the Future of Hip and Knee Arthroplasty

BACKGROUND

Software-infused services, from robot-assisted and wearable technologies to artificial intelligence (AI)-laden analytics, continue to augment clinical orthopaedics - namely hip and knee arthroplasty. Extended reality (XR) tools, which encompass augmented reality, virtual reality, and mixed reality technology, represent a new frontier for expanding surgical horizons to maximize technical education, expertise, and execution. The purpose of this review is to critically detail and evaluate the recent developments surrounding XR in the field of hip and knee arthroplasty and to address potential future applications as they relate to AI.

METHODS

In this narrative review surrounding XR, we discuss (1) definitions, (2) techniques, (3) studies, (4) current applications, and (5) future directions. We highlight XR subsets (augmented reality, virtual reality, and mixed reality) as they relate to AI in the increasingly digitized ecosystem within hip and knee arthroplasty.

RESULTS

A narrative review of the XR orthopaedic ecosystem with respect to XR developments is summarized with specific emphasis on hip and knee arthroplasty. The XR as a tool for education, preoperative planning, and surgical execution is discussed with future applications dependent upon AI to potentially obviate the need for robotic assistance and preoperative advanced imaging without sacrificing accuracy.

CONCLUSION

In a field where exposure is critical to clinical success, XR represents a novel stand-alone software-infused service that optimizes technical education, execution, and expertise but necessitates integration with AI and previously validated software solutions to offer opportunities that improve surgical precision with or without the use of robotics and computed tomography-based imaging.

Virtual Models Using Augmented Reality May Provide a Suitable Supplement, Although Not a Physical Specimen Replacement, in Pathology Education

There is a growing trend towards using virtual models within medical programs. In some disciplines, the use of human samples or cadavers is increasingly being replaced by technology-enhanced modes of delivery. Although this transition can occur with some success, the impact of virtual representations to replace depictions of disease states from dissected samples displayed in acrylic pathological specimen jars has never been investigated. This study assessed medical student perceptions of replacing teaching through physical specimens (i.e. specimen jars or real tissue) with virtual models across cardiovascular, neural, musculoskeletal, haematology, endocrine and immunological pathology curricula. Seventy-four year 2 (n = 31) and year 5 (n = 43) medical students participated in the study. After being provided with a demonstration of a potential tablet-based lesson on lung pathology using augmented reality, participants completed a Likert-scale survey and provided written feedback. Questions requested thoughts on the usefulness of the 3D-virtual model compared to physical specimens and whether current teaching in pathology could be replaced by technology-enhanced practices. Most students (58.15%) disagreed on the replacement of physical specimens with virtual models. Furthermore, over half the students (55.4%) indicated that the replacement of physical specimens with augmented reality models would not be beneficial for pathology learning. Nearly two-thirds of students believed that the absence of physical specimens would negatively impact their knowledge. Nonetheless, many students would appreciate the opportunity to revise pathology away from the labs with virtual options. As such, an overwhelming number of students (89.2%) would prefer having both physical specimens and virtual models for learning. This study identifies that technology-enhanced learning may be a suitable supplement alongside traditional hands-on teaching but should not replace the use of pathological specimens within a medical curriculum.

Reviving the anatomic past: Breathing new life into historic anatomical teaching tools

The last two decades have seen a shift in the way anatomy education is delivered. With the introduction of blended learning, cadaveric dissection is no longer the be all and end all and, in many cases, the continuing role of anatomical teaching artefacts has declined after decades of prominence. While some institutions have abandoned their archaic anatomical collections and medical museums completely, others have invested in their technological enhancement. We describe the integration of historical teaching artefacts into contemporary anatomy education through the development of an interactive online e-platform and shed light on the enduring pedagogic value of past anatomical teaching specimen.

Interactive Display of Images in Digital Exhibition Halls under Artificial Intelligence and Mixed Reality Technology

The attractiveness of traditional exhibition halls to young people is gradually decreasing. Combining modern digital technology to improve the display effect of the exhibition hall can effectively enhance the effect of cultural publicity. This article introduces the technology of image interaction and mixed reality (MR) to improve the historical and cultural propaganda level of the Shaanxi exhibition hall. The advantages of MR technology in applying digital exhibition halls are theoretically expounded. A theoretical plan for Shaanxi history and culture-related display areas is designed using artificial intelligence combined with  MR  technology. In addition, the survey respondent's evaluation of the effect of the new exhibition hall is obtained using a questionnaire survey. The survey results show that 97% of people like the history and culture of Shaanxi but only 13% of the people say they know or know very well about the history and culture of Shaanxi. In addition, 60% of the tourists say they are satisfied with the cultural experience of Shaanxi, and only 27% of the tourists are very satisfied. Also, 96% of tourists are willing to experience Shaanxi's history and culture through digital exhibition halls, and 93% are willing to participate in cultural experience activities based on MR technology. The survey results prove that tourists are satisfied with the effect of the new exhibition hall. Tourists want to add a distinctive form of cultural experience to the exhibition hall. They are willing to accept digital exhibition halls incorporating MR technology and are very happy to participate in the exhibition method of image interaction. This shows that the use of image interactive display based on MR technology in the layout of the exhibition hall is recognized by people and has strong feasibility. This article has reference significance for the digital upgrade of the exhibition hall and the development of the cultural tourism industry.

A Survey of Museum Applied Research Based on Mobile Augmented Reality

Museums are the important places of education for preservation and dissemination of human material and intangible heritage. Nowadays, there are many problems in museums such as single display mode and fixed interaction style of collections, which makes cognitive load higher and visiting experience poorer for tourists. Mobile Augmented Reality is a technology that seamlessly integrates virtual information with real environment based on mobile devices. Museum applications based on Mobile Augmented Reality can improve the display richness and meet new visiting needs of the public in the digital era. Firstly, this article introduces the key technologies of Mobile Augmented Reality and its use in museums. Secondly, according to different application functions, classifiable explanations for Mobile Augmented Reality application examples are given. Thirdly, based on the progress in the application of Mobile Augmented Reality in museums at home and abroad, from three dimensions of content, guide, and interaction, designing thought regarding the application of Mobile Augmented Reality for museums is summarized.

The Power of Affection: Exploring the Key Drivers of Customer Loyalty in Virtual Reality-Enabled Services

The accelerating growth of virtual reality (VR) technology and evolving customer needs make multifarious challenges and opportunities for service industries. Based on the Technology Acceptance Model (TAM) and Theory of Affection Responses, we explored the key drivers of customer loyalty in virtual reality-enabled services through a large-scaled survey data collected from VR users in four major cities of Pakistan. The study employs the partial least squares structural equation modeling (PLS-SEM). We verified that the authenticity of the VR experience and TAM dimensions (ease of use, usefulness of VR) are the key drivers of customer loyalty béhavioral in VR-enabled services. Furthermore, results revealed that Affective responses (i.e., enjoyment, emotional involvement, and flow state) significantly mediated the relationships between the drivers and customer loyalty (continued use, recommendation, and willingness to pay premium). Implications for researchers and VR practitioners were also provided.

Introducing Children to Anatomy: "Getting to Know Our Bodies: The First Step Toward Becoming a Scientist"

Museums are used in every discipline to collect, classify, and present information for scientific purposes. They also serve as an effective educational medium. Since the establishment of a boutique anatomy museum at Bahçeşehir University, lectures, conferences, and seminars have been organized there over the past four years on the history of human anatomy and the human body. In order to raise awareness about the need to make anatomy accessible to kindergarteners and school-aged children, rather than exclusively to undergraduate students, activities that are suited to a wide range of ages have been developed at the museum and at the anatomy laboratory. Four different sessions were conducted, including activities such as lectures using plastic models as props, shaping organs out of playdough, anatomy puzzles, watching cartoons, and examining specimens through a microscope. Healthy and pathologic anatomies were chosen to match daily themes. Among the kindergarteners and elementary school children, no grading was done, nor was any questionnaire administered; however, a survey was administered in the 10-12 age group (N = 64). According to the students' written feedback, 93.75% said they "are happy with microscope activities" while 84.37% said they "had so much fun" participating in the playdough activities. However, 18.75% criticized the activities, saying they "could have been longer." In conclusion, it is believed that these "getting to know our bodies" activities that were hosted in the anatomy museum, including conferences, workshops, material preparation, and instructional movies, may play an important role in the development of a healthy society.

"Inform the Head, Give Dexterity to the Hand, Familiarise the Heart": Seeing and Using Digitised Eighteenth-Century Specimens in a Modern Medical Curriculum

Recent years have seen an explosion of interest in digitising museum collections. Among the objects of interest are anatomical and pathological specimens found in medical museums. As researchers increasingly produce digital replicas of these preparations, ways of integrating these resources into the medical curriculum must be explored. This article takes a medical humanities approach to this topical question, comparing the historic use of anatomical specimens to modern intentions, and exploring the potential for using digital anatomy to help integrate humanities into the curriculum. The use of anatomical specimens by William Hunter (1718-1783), whose collection is now kept at the Hunterian in the University of Glasgow, provides a key historic focus. The teaching intentions for his private courses of anatomy are examined, to investigate how specimens were used in an eighteenth-century "curriculum". The motivations behind digitisation and the use of digital anatomy in modern curriculums are then examined and compared. Many of these motivations are shared with Hunter's: the desire to maintain a unique anatomical resource, the need to provide multisensory engagement in learning, and a desire to attempt to show "natural" anatomy without the interference of human processes. The balance between fostering empathy and maintaining detachment is also key for both. Using digital replicas of historic specimens to teach anatomy also opens up a unique opportunity to educate students in the medical humanities in a fully integrated way. Understanding the full story of the specimens they use, as explored in the first half of the article, allows students to place themselves, their dissection subjects, and healthcare as a whole in a historical context. As well as fostering empathy in the dissection lab, the stories behind the specimens can be used to introduce key humanities topics, including ethics, institutional bias, and social aspects of health and disease. It is essential that this potential is explored now while digital anatomy is still a relatively young field, and therefore collaborations between anatomists and medical humanities practitioners can be built and included from the ground up.

Effect of optokinetic stimulation on weight-bearing shift in standing and sitting positions in stroke patients

BACKGROUND

Patients with hemiplegia after stroke tend to bear weight on the non-paretic side and exhibit large postural sway during static standing and walking, which may increase their risk of falls. Improvement of the sitting posture balance in the early phase of rehabilitation by adjusting weight-bearing would minimize the risk of falls as early rehabilitation reportedly improves walking ability and prevents falls in later phases of rehabilitation or at discharge.

AIM

This study aimed to evaluate the effect of optokinetic stimulation (OKS) on shift of the weight-bearing (displacement of the center of pressure [CoP]) in patients with hemiplegia who are incapable of independent standing.

DESIGN

Quasi-experimental, cross-sectional study.

SETTING

Rehabilitation hospital.

POPULATION

Patients with hemiplegia in the subacute phase after stroke (N.=37).

METHODS

Standing and sitting balance tests were performed during OKS projected onto a screen. For OKS, a pattern of random dots was presented, which continuously moved in horizontal or torsional directions during both static standing and sitting conditions. Postural sway was assessed during standing and sitting by measuring the sway path, sway area, sway velocity, and mean displacement of CoP. The magnitude of the lateral change in CoP as an indicator of the weight-bearing shift was evaluated by subtraction of the mean CoP of the right-left axis component in the stationary condition from the mean CoP sway during OKS.

RESULTS

OKS induced a unilateral change of the mean CoP position in patients during both, sitting and static standing, indicating that OKS can shift the weight-bearing in patients after stroke, irrespective of the posture condition. Moreover, the same OKS approach evoked an analogous shift in patients with more severe symptoms, with impairment in independent standing.

CONCLUSIONS

OKS could induce a significant shift in weight balance in patients with hemiplegia after stroke who are incapable of independent standing, suggesting that the OKS approach can be applied to a broader spectrum of patients, including those with more severe symptoms.

CLINICAL REHABILITATION IMPACT

OKS approach would improve exercise training in the early phase of rehabilitation of patients with hemiplegia after stroke.

The Effect of Stereoscopic Augmented Reality Visualization on Learning Anatomy and the Modifying Effect of Visual-Spatial Abilities: A Double-Center Randomized Controlled Trial

Monoscopically projected three-dimensional (3D) visualization technology may have significant disadvantages for students with lower visual-spatial abilities despite its overall effectiveness in teaching anatomy. Previous research suggests that stereopsis may facilitate a better comprehension of anatomical knowledge. This study evaluated the educational effectiveness of stereoscopic augmented reality (AR) visualization and the modifying effect of visual-spatial abilities on learning. In a double-center randomized controlled trial, first- and second-year (bio)medical undergraduates studied lower limb anatomy with stereoscopic 3D AR model (n = 20), monoscopic 3D desktop model (n = 20), or two-dimensional (2D) anatomical atlas (n = 18). Visual-spatial abilities were tested with Mental Rotation Test (MRT), Paper Folding Test (PFT), and Mechanical Reasoning (MR) Test. Anatomical knowledge was assessed by the validated 30-item paper posttest. The overall posttest scores in the stereoscopic 3D AR group (47.8%) were similar to those in the monoscopic 3D desktop group (38.5%; P = 0.240) and the 2D anatomical atlas group (50.9%; P = 1.00). When stratified by visual-spatial abilities test scores, students with lower MRT scores achieved higher posttest scores in the stereoscopic 3D AR group (49.2%) as compared to the monoscopic 3D desktop group (33.4%; P = 0.015) and similar to the scores in the 2D group (46.4%; P = 0.99). Participants with higher MRT scores performed equally well in all conditions. It is instrumental to consider an aptitude-treatment interaction caused by visual-spatial abilities when designing research into 3D learning. Further research is needed to identify contributing features and the most effective way of introducing this technology into current educational programs.