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Langlois J, Hamstra SJ, Dagenais Y, Lemieux R, Lecourtois M, Yetisir E, Bellemare C, Bergeron G, Wells GA. Objects drawn from haptic perception and vision-based spatial abilities. ANATOMICAL SCIENCES EDUCATION 2024; 17:433-443. [PMID: 38108595 DOI: 10.1002/ase.2366] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2022] [Revised: 11/19/2023] [Accepted: 11/30/2023] [Indexed: 12/19/2023]
Abstract
Haptic perception is used in the anatomy laboratory with the handling of three-dimensional (3D) prosections, dissections, and synthetic models of anatomical structures. Vision-based spatial ability has been found to correlate with performance on tests of 3D anatomy knowledge in previous studies. The objective was to explore whether haptic-based spatial ability was correlated with vision-based spatial ability. Vision-based spatial ability was measured in a study group of 49 medical graduates with three separate tests: a redrawn Vandenberg and Kuse Mental Rotations Tests in two (MRT A) and three (MRT C) dimensions and a Surface Development Test (SDT). Haptic-based spatial ability was measured using 18 different objects constructed from 10 cubes glued together. Participants were asked to draw these objects from blind haptic perception, and drawings were scored by two independent judges. The maximum score was 24 for each of MRT A and MRT C, 60 for SDT, and 18 for the drawings. The drawing score based on haptic perception [median = 17 (lower quartile = 16, upper quartile = 18)] correlated with MRT A [14 (9, 17)], MRT C [9 (7, 12)] and SDT [44 (36, 52)] scores with a Spearman's rank correlation coefficient of 0.395 (p = 0.0049), 0.507 (p = 0.0002) and 0.606 (p < 0.0001), respectively. Spatial abilities assessed by vision-based tests were correlated with a drawing score based on haptic perception of objects. Future research should investigate the contribution of haptic-based and vision-based spatial abilities on learning 3D anatomy from physical models.
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Affiliation(s)
- Jean Langlois
- Department of Emergency Medicine, CIUSSS de l'Estrie-Centre hospitalier universitaire de Sherbrooke, Sherbrooke, Quebec, Canada
- Department of Surgery, Université de Sherbrooke, Sherbrooke, Quebec, Canada
| | - Stanley J Hamstra
- Department of Surgery, University of Toronto, Toronto, Ontario, Canada
- Holland Bone and Joint Program, Sunnybrook Research Institute, Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada
| | - Yvan Dagenais
- Department of Surgery, Université de Sherbrooke, Sherbrooke, Quebec, Canada
- Department of Letters and Communications, Université de Sherbrooke, Sherbrooke, Quebec, Canada
| | - Renald Lemieux
- Health Data Strategy, CIUSSS de l'Estrie-Centre hospitalier universitaire de Sherbrooke, Sherbrooke, Quebec, Canada
| | - Marc Lecourtois
- Mental Health Programme, CIUSSS de l'Estrie-Centre hospitalier universitaire de Sherbrooke, Granby, Quebec, Canada
| | - Elizabeth Yetisir
- Cardiovascular Research Methods Centre, University of Ottawa Heart Institute, Ottawa, Ontario, Canada
| | - Christian Bellemare
- Department of Multidisciplinary Services, Clinical Quality Division, CIUSSS de l'Estrie-Centre hospitalier universitaire de Sherbrooke, Sherbrooke, Quebec, Canada
| | - Germain Bergeron
- Neuropsychology Program of the Trauma and Critical Care Group, CIUSSS de l'Estrie-Centre hospitalier universitaire de Sherbrooke, Sherbrooke, Quebec, Canada
| | - George A Wells
- Cardiovascular Research Methods Centre, University of Ottawa Heart Institute, Ottawa, Ontario, Canada
- School of Epidemiology and Public Health, University of Ottawa, Ottawa, Ontario, Canada
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Meyer ER, Cui D. Using Stereoscopic Virtual Presentation for Clinical Anatomy Instruction and Procedural Training in Medical Education. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1431:145-160. [PMID: 37644291 DOI: 10.1007/978-3-031-36727-4_7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/31/2023]
Abstract
This chapter begins by exploring the current landscape of virtual and augmented reality technologies in a post-pandemic world and asserting the importance of virtual technologies that improve students' learning outcomes while also reducing costs. Next, the chapter describes clinical anatomy instruction concepts in medical education, including applied anatomy content knowledge, pedagogical anatomy content knowledge, and virtual stereoscopic visualization studies that exemplify these concept areas, respectively. The chapter then explores the concept of procedural training with a specific emphasis on virtual stereoscopic anatomy visualization studies that exemplify or have implications for procedural training in medical education. Subsequently, the chapter discusses the benefits and challenges as well as the potential future positive and negative implications of virtual stereoscopic visualizations in medical education before finally concluding with some pensive considerations for the present and future of anatomy education and training using virtual technologies.
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Affiliation(s)
- Edgar R Meyer
- Department of Advanced Biomedical Education, University of Mississippi Medical Center, Jackson, MS, USA.
| | - Dongmei Cui
- Department of Advanced Biomedical Education, University of Mississippi Medical Center, Jackson, MS, USA
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