1
|
Wang J, Li W, Dun A, Zhong N, Ye Z. 3D visualization technology for Learning human anatomy among medical students and residents: a meta- and regression analysis. BMC MEDICAL EDUCATION 2024; 24:461. [PMID: 38671399 PMCID: PMC11055294 DOI: 10.1186/s12909-024-05403-4] [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: 12/04/2023] [Accepted: 04/08/2024] [Indexed: 04/28/2024]
Abstract
BACKGROUND 3D visualization technology applies computers and other devices to create a realistic virtual world for individuals with various sensory experiences such as 3D vision, touch, and smell to gain a more effective understanding of the relationships between real spatial structures and organizations. The purpose of this study was to comprehensively evaluate the effectiveness of 3D visualization technology in human anatomy teaching/training and explore the potential factors that affect the training effects to better guide the teaching of classroom/laboratory anatomy. METHODS We conducted a meta-analysis of randomized controlled studies on teaching human anatomy using 3D visualization technology. We extensively searched three authoritative databases, PubMed, Web of Science, and Embase; the main outcomes were the participants' test scores and satisfaction, while the secondary outcomes were time consumption and enjoyment. Heterogeneity by I² was statistically determined because I²> 50%; therefore, a random-effects model was employed, using data processing software such as RevMan, Stata, and VOSviewer to process data, apply standardized mean difference and 95% confidence interval, and subgroup analysis to evaluate test results, and then conduct research through sensitivity analysis and meta-regression analysis. RESULTS Thirty-nine randomized controlled trials (2,959 participants) were screened and included in this study. The system analysis of the main results showed that compared with other methods, including data from all regions 3D visualization technology moderately improved test scores as well as satisfaction and enjoyment; however, the time that students took to complete the test was not significantly reduced. Meta-regression analysis also showed that regional factorsaffected test scores, whereas other factors had no significant impact. When the literature from China was excluded, the satisfaction and happiness of the 3D virtual-reality group were statistically significant compared to those of the traditional group; however, the test results and time consumption were not statistically significant. CONCLUSION 3D visualization technology is an effective way to improve learners' satisfaction with and enjoyment of human anatomical learning, but it cannot reduce the time required for testers to complete the test. 3D visualization technology may struggle to improve the testers' scores. The literature test results from China are more prone to positive results and affected by regional bias.
Collapse
Affiliation(s)
- Junming Wang
- Department of Health Management, The First Affiliated Hospital, Shandong Provincial Qianfoshan Hospital, Shandong First Medical University, 250013, Jinan, Shandong, China
- School of clinical and basic medicine, Shandong First Medical University, Jinan, China
| | - Wenjun Li
- Department of Health Management, The First Affiliated Hospital, Shandong Provincial Qianfoshan Hospital, Shandong First Medical University, 250013, Jinan, Shandong, China
- School of clinical and basic medicine, Shandong First Medical University, Jinan, China
| | - Aishe Dun
- School of Stomatology, Shandong First Medical University, Jinan, China
| | - Ning Zhong
- Department of Health Management, The First Affiliated Hospital, Shandong Provincial Qianfoshan Hospital, Shandong First Medical University, 250013, Jinan, Shandong, China.
| | - Zhen Ye
- Department of Health Management, The First Affiliated Hospital, Shandong Provincial Qianfoshan Hospital, Shandong First Medical University, 250013, Jinan, Shandong, China.
| |
Collapse
|
2
|
Junga A, Schmidle P, Pielage L, Schulze H, Hätscher O, Ständer S, Marschall B, Braun SA. New horizons in dermatological education: Skin cancer screening with virtual reality. J Eur Acad Dermatol Venereol 2024. [PMID: 38497674 DOI: 10.1111/jdv.19960] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2023] [Accepted: 02/08/2024] [Indexed: 03/19/2024]
Abstract
BACKGROUND Technological advances in the field of virtual reality (VR) offer new opportunities in many areas of life, including medical education. The University of Münster has been using VR scenarios in the education of medical students for several years, especially for situations that are difficult to reproduce in reality (e.g., brain death). Due to the consistently positive feedback from students, a dermatological VR scenario for skin cancer screening was developed. OBJECTIVES Presentation and first evaluation of the skin cancer screening VR scenario to determine to what extent the technical implementation of the scenario was evaluated overall by the students and how their subjective competence to perform a skin cancer screening changed over the course of the teaching unit (theory seminar, VR scenario, theoretical debriefing). METHODS Students (n = 140) participating in the curricular pilot project during the 2023 summer term were surveyed throughout the teaching unit using several established questionnaires (System Usability Scale, Simulation Task-Load-Index, Realism and Presence Questionnaire) as well as additional questions on cybersickness and subjective learning. RESULTS (i) The use of VR is technically feasible, (ii) students evaluate the VR scenario as a useful curricular supplement, and (iii) from the students' subjective perspective, a good learning outcome is achieved. Although preparation and follow-up appear to be important for overall learning, the greatest increase in subjective competence to perform a skin cancer screening is achieved by the VR scenario. CONCLUSIONS Technically feasible and positively evaluated by students, VR can already be a useful addition to dermatology education, although costs are still high. As a visual discipline, dermatology offers special opportunities to create VR scenarios that are not always available or comfortable for patients in reality. Additionally, VR scenarios guarantee the same conditions for all students, which is essential for a high-quality education.
Collapse
Affiliation(s)
- Anna Junga
- Institute of Education and Student Affairs, University of Münster, Münster, Germany
- Department of Urology, Stiftungsklinikum PROSELIS, Recklinghausen, Germany
| | - Paul Schmidle
- Department of Dermatology, Medical Faculty, University of Münster, Münster, Germany
| | - Leon Pielage
- Institute for Geoinformatics, University of Münster, Münster, Germany
| | - Henriette Schulze
- Institute of Education and Student Affairs, University of Münster, Münster, Germany
| | - Ole Hätscher
- Institute of Education and Student Affairs, University of Münster, Münster, Germany
- Department of Psychology, University of Münster, Münster, Germany
| | - Sonja Ständer
- Department of Dermatology, Medical Faculty, University of Münster, Münster, Germany
| | - Bernhard Marschall
- Institute of Education and Student Affairs, University of Münster, Münster, Germany
| | - Stephan Alexander Braun
- Department of Dermatology, Medical Faculty, University of Münster, Münster, Germany
- Department of Dermatology, Medical Faculty, Heinrich-Heine University, Düsseldorf, Germany
| |
Collapse
|
3
|
Wade SWT, Velan GM, Tedla N, Briggs N, Moscova M. What works in radiology education for medical students: a systematic review and meta-analysis. BMC MEDICAL EDUCATION 2024; 24:51. [PMID: 38200489 PMCID: PMC10782640 DOI: 10.1186/s12909-023-04981-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/26/2023] [Accepted: 12/15/2023] [Indexed: 01/12/2024]
Abstract
BACKGROUND Medical imaging related knowledge and skills are widely used in clinical practice. However, radiology teaching methods and resultant knowledge among medical students and junior doctors is variable. A systematic review and meta-analysis was performed to compare the impact of different components of radiology teaching methods (active versus passive teaching, eLearning versus traditional face-to-face teaching) on radiology knowledge / skills of medical students. METHODS PubMed and Scopus databases were searched for articles published in English over a 15-year period ending in June 2021 quantitatively comparing the effectiveness of undergraduate medical radiology education programs regarding acquisition of knowledge and/or skills. Study quality was appraised by the Medical Education Research Study Quality Instrument (MERSQI) scoring and analyses performed to assess for risk of bias. A random effects meta-analysis was performed to pool weighted effect sizes across studies and I2 statistics quantified heterogeneity. A meta-regression analysis was performed to assess for sources of heterogeneity. RESULTS From 3,052 articles, 40 articles involving 6,242 medical students met inclusion criteria. Median MERSQI score of the included articles was 13 out of 18 possible with moderate degree of heterogeneity (I2 = 93.42%). Thematic analysis suggests trends toward synergisms between radiology and anatomy teaching, active learning producing superior knowledge gains compared with passive learning and eLearning producing equivalent learning gains to face-to-face teaching. No significant differences were detected in the effectiveness of methods of radiology education. However, when considered with the thematic analysis, eLearning is at least equivalent to traditional face-to-face teaching and could be synergistic. CONCLUSIONS Studies of educational interventions are inherently heterogeneous and contextual, typically tailored to specific groups of students. Thus, we could not draw definitive conclusion about effectiveness of the various radiology education interventions based on the currently available data. Better standardisation in the design and implementation of radiology educational interventions and design of radiology education research are needed to understand aspects of educational design and delivery that are optimal for learning. TRIAL REGISTRATION Prospero registration number CRD42022298607.
Collapse
Affiliation(s)
- Stuart W T Wade
- Westmead Hospital, Sydney, Australia
- School of Biomedical Sciences, Faculty of Medicine & Health, The University of New South Wales, Sydney, Australia
| | - Gary M Velan
- School of Biomedical Sciences, Faculty of Medicine & Health, The University of New South Wales, Sydney, Australia
- Office of Medical Education, The University of New South Wales, Sydney, Australia
| | - Nicodemus Tedla
- School of Biomedical Sciences, Faculty of Medicine & Health, The University of New South Wales, Sydney, Australia
| | - Nancy Briggs
- Stats Central, Mark Wainwright Analytical Centre, The University of New South Wales, Sydney, Australia
| | - Michelle Moscova
- Office of Medical Education, The University of New South Wales, Sydney, Australia.
| |
Collapse
|
4
|
Lee JWY, Susanto J, Lai SH, Cheow PC, Low LXT, Bello F. What Faculty and Students Value When Evaluating Human Digital Anatomy Platforms: A Mixed-Methods Study. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2024; 11:23821205241256043. [PMID: 38765319 PMCID: PMC11102696 DOI: 10.1177/23821205241256043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/05/2024] [Accepted: 05/01/2024] [Indexed: 05/22/2024]
Abstract
OBJECTIVES There is an increasing availability of digital technologies for teaching and learning of human anatomy. Studies have shown that such applications allow for better spatial awareness than traditional methods. These digital human anatomy platforms offer users myriad features, such as the ability to manipulate 3D models, conduct prosection, investigate anatomical regions through virtual reality, or perform knowledge tests on themselves. This study examined what faculty members' value when using digital human anatomy platforms for teaching and what students value when using these platforms for learning. METHODS Six anatomy faculty members and 21 students were selected to participate in this study. After using the three digital anatomy platforms for at least 1 week, a survey was conducted to record their feedback in 4 categories: usability, interactive features, level of detail, and learning support. Respondents' Qualitative feedback within each category was also analyzed to strengthen the study's findings. RESULTS The study's findings showed that faculty members and students have different priorities when evaluating digital anatomy platforms. Faculty members valued platforms that provided better accuracy and detailed anatomical structures, while students prioritized usability above the rest of the features. CONCLUSION Given that faculty and students have different preferences when selecting digital anatomy platforms, this article proposed that educators maximize the specific affordances offered by the technology by having a clear pedagogy and strategy on how the technology will be incorporated into the curriculum to help students achieve the desired learning outcomes.
Collapse
Affiliation(s)
- Jason Wen Yau Lee
- Technology Enhanced Learning and Innovation, Duke-NUS Medical School, Singapore, Singapore
| | - Johan Susanto
- Technology Enhanced Learning and Innovation, Duke-NUS Medical School, Singapore, Singapore
| | - Siang Hui Lai
- Anatomical Pathology, Singapore General Hospital, Singapore, Singapore
| | - Peng Chung Cheow
- Hepato-Pancreato-Biliary and Transplant Surgery, Singapore General Hospital, Singapore, Singapore
- Division of Surgery & Oncology, National Cancer Centre Singapore, Singapore
| | - Li Xiang Tessa Low
- Department of Psychology, Faculty of Arts & Social Sciences, National University of Singapore, Singapore, Singapore
| | - Fernando Bello
- Technology Enhanced Learning and Innovation, Duke-NUS Medical School, Singapore, Singapore
- Surgical Computing and Simulation Science, Imperial College London, London, UK
| |
Collapse
|
5
|
Wang CY, Yin T, Ma KH, Shyu JF, Cheng CP, Wang YC, Huang YL, Chiang MH. Enhancing anatomy education through cooperative learning: harnessing virtual reality for effective gross anatomy learning. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00100-23. [PMID: 38108010 PMCID: PMC10720469 DOI: 10.1128/jmbe.00100-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/23/2023] [Accepted: 09/11/2023] [Indexed: 12/19/2023]
Abstract
The advent of virtual reality (VR) in education offers unique possibilities for facilitating cooperative learning strategies, particularly in fields demanding intricate spatial understanding, such as gross anatomy. This study investigates the impact of integrating cooperative learning strategies within a VR-based gross anatomy curriculum, focusing on enhancing students' anatomy knowledge and skills. We analyzed the performance of two cohorts of first-year nursing students across five semesters (2016-2020), where traditional learning methods were used in the first three semesters (2016-2018), and a VR-based cooperative learning approach was adopted in the last two semesters (2019-2020). Our findings suggest that the VR-based cooperative learning group achieved significantly higher scores in their gross anatomy laboratory courses compared to their counterparts learning through traditional methods. This research provides valuable insights into how the integration of VR technology and cooperative learning strategies can not only enhance learning outcomes but also improve the VR learning experience by reducing motion sickness. It accentuates the potential of VR-based cooperative learning as an impactful educational tool in anatomy education. Future research should further explore the optimal integration of VR and cooperative learning strategies in diverse course types and their potential to enhance educational outcomes and the learning experience.
Collapse
Affiliation(s)
- Chao-Ying Wang
- Department and Graduate Institute of Biology and Anatomy, National Defense Medical Center, Taipei, Taiwan
- Department of Radiology, Tri-Service General Hospital, National Defense Medical Center, Taipei, Taiwan
| | - Ti Yin
- Nursing Department, Tri-Service General Hospital, National Defense Medical Center, Taipei, Taiwan
| | - Kuo-Hsing Ma
- Department and Graduate Institute of Biology and Anatomy, National Defense Medical Center, Taipei, Taiwan
| | - Jia-Fwu Shyu
- Department and Graduate Institute of Biology and Anatomy, National Defense Medical Center, Taipei, Taiwan
| | - Chia-Pi Cheng
- Department and Graduate Institute of Biology and Anatomy, National Defense Medical Center, Taipei, Taiwan
| | - Yu-Chiao Wang
- Taoyuan Armed Forces General Hospital, Taoyuan, Taiwan
| | - Yun-Ling Huang
- Department and Graduate Institute of Biology and Anatomy, National Defense Medical Center, Taipei, Taiwan
| | - Ming-Hsien Chiang
- Department and Graduate Institute of Biology and Anatomy, National Defense Medical Center, Taipei, Taiwan
- Higher Education SPROUT Project Office, National Defense Medical Center, Taipei, Taiwan
| |
Collapse
|
6
|
Pereda-Nuñez A, Manresa M, Webb SS, Pineda B, Espuña M, Ortega M, Rodríguez-Baeza A. Pelvic + Anatomy: A new interactive pelvic anatomy model. Prospective randomized control trial with first-year midwife residents. ANATOMICAL SCIENCES EDUCATION 2023; 16:843-857. [PMID: 37312278 DOI: 10.1002/ase.2304] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2022] [Revised: 05/12/2023] [Accepted: 05/15/2023] [Indexed: 06/15/2023]
Abstract
Detailed knowledge of female pelvic floor anatomy is essential for midwifery and other professionals in obstetrics. Physical models have shown great potential for teaching anatomy and enhancing surgical skills. In this article, we introduce an innovative physical anatomy model called "Pelvic+" to teach anatomical relationships in the female pelvis. The Pelvic+ model's value was compared to a traditional lecture in 61 first-year midwifery students randomly allocated to either the Pelvic+ (n = 30) or a control group (n = 32). The primary outcome measure was a quiz comprised of 15 multiple choice questions on pelvic anatomy. Participants were assessed at baseline (Pre-Test), upon completion of the intervention (Post-Test1) and 4 months afterward (Post-Test2). Satisfaction with the approach was assessed at Post-Test1. Increase in knowledge was greater and the approach more accepted among resident midwives when Pelvic+ was used instead of standard lectures. Four months after the intervention, the improvement in knowledge was preserved in the Pelvic+ group. This randomized study demonstrates that the Pelvic+ simulator is more effective than classical learning for pelvic anatomy education, and offers a higher level of satisfaction among students during the educational process. Medical students training in obstetrics and gynecology, or any professional who specializes in the female pelvic floor might also benefit from incorporation of the Pelvic+ model into their training program.
Collapse
Affiliation(s)
- Ana Pereda-Nuñez
- Gynaecology and Obstetrics Service, Hospital General of Granollers, Barcelona, Spain
| | - Margarita Manresa
- Department of Maternal Fetal Medicine, Hospital Clinic of Barcelona, Barcelona, Spain
| | | | | | - Montserrat Espuña
- Department of Maternal Fetal Medicine, Hospital Clinic of Barcelona, Barcelona, Spain
| | - Marisa Ortega
- Institut Medicina Legal i Ciències Forenses de Catalunya (IMLCFC), Department of Morphological Sciences of School of Medicine, UAB, Barcelona, Spain
| | | |
Collapse
|
7
|
Blázquez-Llorca L, Morales de Paz L, Martín-Orti R, Santos-Álvarez I, Fernández-Valle ME, Castejón D, García-Real MI, Salgüero-Fernández R, Pérez-Lloret P, Moreno N, Jiménez S, Herrero-Fernández MJ, González-Soriano J. The Application of 3D Anatomy for Teaching Veterinary Clinical Neurology. Animals (Basel) 2023; 13:ani13101601. [PMID: 37238031 DOI: 10.3390/ani13101601] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2023] [Revised: 04/29/2023] [Accepted: 05/03/2023] [Indexed: 05/28/2023] Open
Abstract
Neuroanatomy is always a challenging topic for veterinary students. It is widely accepted that understanding the anatomy of the central nervous system (CNS) is essential to explain many of the pathological processes that affect the brain. Although its study has varied over time to achieve this goal, in human and veterinary medicine it is difficult to find a teaching method that associates normal anatomy with pathological alterations of the brain. For the first time, we have created an educational tool that combines neuroanatomy and neuropathology, using different magnetic resonance (MR) images as a basis and EspINA software as analyzer, to obtain segmented structures and 3D reconstructions of the dog brain. We demonstrate that this combination is an optimal tool to help anatomists to understand the encephalon, and additionally to help clinicians to recognize illness including a multitude of neurological problems. In addition, we have tried to see whether photogrammetry, which is a common technique in other sciences, for example geology, could be useful to teach veterinary neuroanatomy. Although we still need further investigations, we have been able to generate 3D reconstructions of the whole brain, with very promising results to date.
Collapse
Affiliation(s)
- Lidia Blázquez-Llorca
- Departamento de Anatomía y Embriología, Sección Departamental de Anatomía y Embriología (Veterinaria), Facultad de Veterinaria, Universidad Complutense de Madrid, Avenida Puerta de Hierro s/n, 28040 Madrid, Spain
| | - Lubna Morales de Paz
- Departamento de Anatomía y Embriología, Sección Departamental de Anatomía y Embriología (Veterinaria), Facultad de Veterinaria, Universidad Complutense de Madrid, Avenida Puerta de Hierro s/n, 28040 Madrid, Spain
| | - Rosario Martín-Orti
- Departamento de Anatomía y Embriología, Sección Departamental de Anatomía y Embriología (Veterinaria), Facultad de Veterinaria, Universidad Complutense de Madrid, Avenida Puerta de Hierro s/n, 28040 Madrid, Spain
| | - Inmaculada Santos-Álvarez
- Departamento de Anatomía y Embriología, Sección Departamental de Anatomía y Embriología (Veterinaria), Facultad de Veterinaria, Universidad Complutense de Madrid, Avenida Puerta de Hierro s/n, 28040 Madrid, Spain
| | - María E Fernández-Valle
- ICTS Bioimagen Complutense, Universidad Complutense de Madrid, Paseo de Juan XXIII 1, 28040 Madrid, Spain
| | - David Castejón
- ICTS Bioimagen Complutense, Universidad Complutense de Madrid, Paseo de Juan XXIII 1, 28040 Madrid, Spain
| | - María I García-Real
- Departamento de Medicina y Cirugía, Facultad de Veterinaria, Universidad Complutense de Madrid, Avenida Puerta de Hierro s/n, 28040 Madrid, Spain
| | - Raquel Salgüero-Fernández
- Departamento de Medicina y Cirugía, Facultad de Veterinaria, Universidad Complutense de Madrid, Avenida Puerta de Hierro s/n, 28040 Madrid, Spain
- Hospital Veterinario Veterios, Calle Arrastaria, 23, 28022 Madrid, Spain
| | - Pilar Pérez-Lloret
- Departamento de Anatomía y Embriología, Sección Departamental de Anatomía y Embriología (Veterinaria), Facultad de Veterinaria, Universidad Complutense de Madrid, Avenida Puerta de Hierro s/n, 28040 Madrid, Spain
| | - Nerea Moreno
- Departamento de Biología Celular, Facultad de Biología, Universidad Complutense de Madrid, Avenida José Antonio Novais 12, 28040 Madrid, Spain
| | - Sara Jiménez
- Departamento de Biología Celular, Facultad de Biología, Universidad Complutense de Madrid, Avenida José Antonio Novais 12, 28040 Madrid, Spain
| | - María J Herrero-Fernández
- Departamento de Mineralogía y Petrología, Facultad de Geología, Universidad Complutense, Avenida José Antonio Novais 12, 28040 Madrid, Spain
| | - Juncal González-Soriano
- Departamento de Anatomía y Embriología, Sección Departamental de Anatomía y Embriología (Veterinaria), Facultad de Veterinaria, Universidad Complutense de Madrid, Avenida Puerta de Hierro s/n, 28040 Madrid, Spain
| |
Collapse
|
8
|
Hontoir F, Simon V, De Raeve Y, Dumortier L, Dugdale A, Vandeweerd JM. Apprendre l’anatomie radiographique en présentiel ou en ligne ? Une étude randomisée contrôlée. JOURNAL OF VETERINARY MEDICAL EDUCATION 2023; 50:e20210153. [PMID: 37018442 DOI: 10.3138/jvme-2021-0153.fr] [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: 06/19/2023]
Abstract
Résumé L’enseignement de l’anatomie repose sur diverses techniques: les cours, les dissections, les modèles 3D ou encore les supports en ligne. Ces derniers sont généralement considérés comme des moyens d’apprentissage complémentaires. Cette étude vise à comparer les performances des étudiants vétérinaires (N=83) en anatomie radiographique (radioanatomie) après un apprentissage en ligne ou conventionnel, et de voir dans quelle mesure ces méthodes sont interchangeables. Trois stratégies sont comparées : apprentissage en ligne exclusif, apprentissage en ligne avec des os de chevaux, apprentissage sur radiographies conventionnelles avec des os de chevaux. Les performances au test de rotation mentale et au test de connaissance en radioanatomie sont similaires entre les 3 groupes à la base, lors du test préliminaire. Après l’apprentissage (test final), les scores de rotation mentale et de radioanatomie augment significativement de 6.7/40 points (CI : 5.2–8.2; p < .001) et de 5.1/20 points (CI: 4.3–5.9; p< .001). Il n’y a pas de différence entre les groupes pour les scores de rotation mentale et de radioanatomie après l’apprentissage. Le score de rotation mentale est influencé par le genre, et significativement plus élevé chez les hommes que chez les femmes au test préliminaire (M= 23.0, SD = 8.8 vs. M= 16.5, SD= 6.9; p= .001) et au test final (M= 32.1, SD= 5.5 vs. M= 22.7, SD= 8.6; p< .001). Les performances en radioanatomie ne sont pas influencées par le genre. Ces résultats suggèrent que l’enseignement de la radioanatomie peut être réalisé en présentiel avec des radiographies conventionnelles ou en ligne. Cette interchangeabilité entre apprentissage en présentiel et en distanciel est intéressante au regard des impératifs liés aux crises sanitaires, et des besoins d’adaptation rapide en distanciel. This translation was provided by the authors. To view the original article visit: https://doi.org/10.3138/jvme-2021-0153
Collapse
Affiliation(s)
- Fanny Hontoir
- département de médecine vétérinaire de l'Université de Namur, Rue de Bruxelles 61, 5000 Namur, Belgique
| | - Vincent Simon
- département de médecine vétérinaire de l'Université de Namur, Rue de Bruxelles 61, 5000 Namur, Belgique
| | - Yves De Raeve
- département de médecine vétérinaire de l'Université de Namur, Rue de Bruxelles 61, 5000 Namur, Belgique
| | - Laurence Dumortier
- l'Université de Namur (Département d'éducation et de technologie - DET), Rue de Bruxelles 61, 5000 Namur, Belgique
| | - Alex Dugdale
- Paragon Business Village, Paragon Way, 1 Red Hall Crescent, Wakefield, WF1 2DF
| | - Jean-Michel Vandeweerd
- est professeur d'anatomie animale à l'Université de Namur, Rue de Bruxelles 61, 5000 Namur, Belgique
| |
Collapse
|
9
|
Hontoir F, Simon V, De Raeve Y, Dumortier L, Dugdale A, Vandeweerd JM. Can Online Teaching of Radiographic Anatomy Replace Conventional On-Site Teaching? A Randomized Controlled Study. JOURNAL OF VETERINARY MEDICAL EDUCATION 2023; 50:217-227. [PMID: 35385366 DOI: 10.3138/jvme-2021-0153] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Different modalities such as lectures, dissections, 3D models, and online learning are used for teaching anatomy. To date, online learning has been considered a useful additional didactic tool. This study aimed to compare veterinary students' performance in radiographic anatomy (radio-anatomy) after online or classroom-based teaching to assess the extent to which the two methods were interchangeable. Three strategies were compared in a cohort of 83 learners. Students were committed to online learning only, online learning with the use of specimen equine bones, or learning on conventional radiographs with specimen equine bones. At baseline (pre-test), scores from a mental rotation test and radio-anatomy knowledge test were similar between groups. After training (post-test), scores in mental rotation and radio-anatomy significantly increased by 6.7/40 units (95% CI: 5.2-8.2; p < .001) and 5.1/20 units (95% CI: 4.3-5.9; p < .001), respectively. There was no difference in scores for mental rotation and radio-anatomy knowledge between groups at post-test. Gender influenced the mental rotation, with men scoring significantly higher than women at pre-test (M = 23.0, SD = 8.8 vs. M = 16.5, SD = 6.9; p = .001) and post-test (M = 32.1, SD = 5.5 vs. M = 22.7, SD = 8.6; p < .001). However, radio-anatomy knowledge was not influenced by gender. These results suggest radio-anatomy teaching can be safely achieved with either conventional radiographs or online resources. This is of interest since, due to the COVID-19 outbreak, rapidly changing from on-site to online methods for teaching veterinary medical education proved necessary.
Collapse
Affiliation(s)
- Fanny Hontoir
- University of Namur, Rue de Bruxelles 61, 5000 Namur, Belgium
| | - Vincent Simon
- Veterinary Department, University of Namur, Rue de Bruxelles 61, 5000 Namur, Belgium
| | - Yves De Raeve
- University of Namur, Rue de Bruxelles 61, 5000 Namur, Belgium
| | - Laurence Dumortier
- Technology and Education Department-DET, University of Namur, Rue de Bruxelles 61, 5000 Namur, Belgium
| | - Alex Dugdale
- Paragon Veterinary Referrals, Paragon Business Village, Paragon Way, 1 Red Hall Crescent, Wakefield WF1 2DF UK
| | | |
Collapse
|
10
|
Effect of display platforms on spatial knowledge acquisition and engagement: an evaluation with 3D geometry visualizations. J Vis (Tokyo) 2022. [DOI: 10.1007/s12650-022-00889-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
|
11
|
Love TS, Cysyk JP, Attaluri A, Tunks RD, Harter K, Sipos R. Examining Science and Technology/Engineering Educators' Views of Teaching Biomedical Concepts Through Physical Computing. JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY 2022; 32:96-110. [PMID: 36213487 PMCID: PMC9525929 DOI: 10.1007/s10956-022-09996-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/30/2022] [Indexed: 06/16/2023]
Abstract
Programming and automation continue to evolve rapidly and advance the capabilities of science, technology, engineering, and mathematics (STEM) fields. However, physical computing (the integration of programming and interactive physical devices) integrated within biomedical contexts remains an area of limited focus in secondary STEM education programs. As this is an emerging area, many educators may not be well prepared to teach physical computing concepts within authentic biomedical contexts. This shortcoming provided the rationale for this study, to examine if professional development (PD) had a noticeable influence on high school science and technology and engineering (T&E) teachers' (1) perceptions of teaching biomedical and computational thinking (CT) concepts and (2) plans to integrate physical computing within the context of authentic biomedical engineering challenges. The findings revealed a significant difference in the amount of biomedical and CT concepts that teachers planned to implement as a result of the PD. Using a modified version of the Science Teaching Efficacy Belief Instrument (STEBI-A) Riggs and Enochs in Science Education, 74(6), 625-637 (1990), analyses revealed significant gains in teachers' self-efficacy toward teaching both biomedical and CT concepts from the PD. Further analyses revealed that teachers reported increases in their perceived knowledge of biomedical and CT concepts and a significant increase in their intent to collaborate with a science or T&E educator outside of their content area. This study provides implications for researchers and educators to integrate more biomedical and physical computing instruction at the secondary education level.
Collapse
Affiliation(s)
- Tyler S. Love
- Department of Teacher Education, The Pennsylvania State University, Capital Campus, Middletown, PA 17057 USA
| | - Joshua P. Cysyk
- Department of Surgery, Division of Applied Biomedical Engineering, The Pennsylvania State University College of Medicine, Hershey, PA 17033 USA
| | - Anilchandra Attaluri
- Department of Mechanical Engineering, The Pennsylvania State University, Capital Campus, Middletown, PA 17057 USA
| | - Robert D. Tunks
- Department of Pediatrics, The Pennsylvania State University College of Medicine and Pennsylvania State Hershey Children’s Hospital, Hershey, PA 17033 USA
| | - Kevin Harter
- Center for Medical Innovation, The Pennsylvania State University College of Medicine, Hershey, PA 17033 USA
| | - Renee Sipos
- The Pennsylvania State University, Capital Campus, Middletown, PA 17057 USA
| |
Collapse
|
12
|
Goyal S, Chua C, Chen YS, Murphy D, O 'Neill GK. Utility of 3D printed models as adjunct in acetabular fracture teaching for Orthopaedic trainees. BMC MEDICAL EDUCATION 2022; 22:595. [PMID: 35918716 PMCID: PMC9344721 DOI: 10.1186/s12909-022-03621-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/12/2022] [Accepted: 06/27/2022] [Indexed: 06/15/2023]
Abstract
OBJECTIVE To evaluate the use of 3-D printed models as compared to didactic lectures in the teaching of acetabular fractures for Orthopaedic trainees. METHODS This was a randomised prospective study conducted in a tertiary hospital setting which consisted of 16 Orthopaedic residents. Ten different cases of acetabular fracture patterns were identified and printed as 3-D models. The baseline knowledge of orthopaedic residents regarding acetabular fracture classification and surgical approach was determined by an x-ray based pre-test. Trainees were then randomly assigned into two groups. Group I received only lectures. Group II were additionally provided with 3-D printed models during the lecture. Participants were then assessed for comprehension and retention of teaching. RESULTS Sixteen trainees participated in the trial. Both Group 1 and 2 improved post teaching with a mean score of 2.5 and 1.9 to 4.4 and 6 out of 10 respectively. The post test score for fracture classification and surgical approach were significantly higher for 3-D model group (p < 0.05). Trainees felt that the physical characteristics of the 3-D models were a good representation of acetabular fracture configuration, and should be used routinely for teaching and surgical planning. CONCLUSION 3-D printed model of real clinical cases have significant educational impact compared to lecture-based learning towards improving young trainees' understanding of complex acetabular fractures.
Collapse
Affiliation(s)
- S Goyal
- Department of Orthopaedics, University Orthopaedics and Hand & Reconstructive Microsurgery Centre, National University Health System, Level 11, Tower Block, 1E Kent Ridge Road, Singapore, 119228, Singapore.
| | - Cxk Chua
- Department of Orthopaedics, University Orthopaedics and Hand & Reconstructive Microsurgery Centre, National University Health System, Level 11, Tower Block, 1E Kent Ridge Road, Singapore, 119228, Singapore
| | - Y S Chen
- Department of Orthopaedic Surgery, Ng Teng Fong General Hospital, 1 Jurong East Street 21, Singapore, 609606, Singapore
| | - D Murphy
- Department of Orthopaedics, University Orthopaedics and Hand & Reconstructive Microsurgery Centre, National University Health System, Level 11, Tower Block, 1E Kent Ridge Road, Singapore, 119228, Singapore
| | - G K O 'Neill
- Department of Orthopaedics, University Orthopaedics and Hand & Reconstructive Microsurgery Centre, National University Health System, Level 11, Tower Block, 1E Kent Ridge Road, Singapore, 119228, Singapore
| |
Collapse
|
13
|
Graffeo CS, Perry A, Carlstrom LP, Peris-Celda M, Alexander A, Dickens HJ, Holroyd MJ, Driscoll CLW, Link MJ, Morris J. 3D Printing for Complex Cranial Surgery Education: Technical Overview and Preliminary Validation Study. Skull Base Surg 2022; 83:e105-e112. [DOI: 10.1055/s-0040-1722719] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2020] [Accepted: 11/27/2020] [Indexed: 10/22/2022]
Abstract
Abstract
Background 3D printing—also known as additive manufacturing—has a wide range of applications. Reproduction of low-cost, high-fidelity, disease- or patient-specific models presents a key developmental area in simulation and education research for complex cranial surgery.
Methods Using cadaveric dissections as source materials, skull base models were created, printed, and tested for educational value in teaching complex cranial approaches. In this pilot study, assessments were made on the value of 3D printed models demonstrating the retrosigmoid and posterior petrosectomy approaches. Models were assessed and tested in a small cohort of neurosurgery resident subjects (n = 3) using a series of 10 radiographic and 2 printed case examples, with efficacy determined via agreement survey and approach selection accuracy.
Results All subjects indicated agreement or strong agreement for all study endpoints that 3D printed models provided significant improvements in understanding of neuroanatomic relationships and principles of approach selection, as compared to 2D dissections or patient cross-sectional imaging alone. Models were not superior to in-person hands-on teaching. Mean approach selection accuracy was 90% (±13%) for 10 imaging-based cases, or 92% (±7%) overall. Trainees strongly agreed that approach decision-making was enhanced by adjunctive use of 3D models for both radiographic and printed cases.
Conclusion 3D printed models incorporating skull base approaches and/or pathologies provide a compelling addition to the complex cranial education armamentarium. Based on our preliminary analysis, 3D printed models offer substantial potential for pedagogical value as dissection guides, adjuncts to preoperative study and case preparation, or tools for approach selection training and evaluation.
Collapse
Affiliation(s)
| | - Avital Perry
- Department of Neurologic Surgery, Mayo Clinic, Rochester, Minnesota, United States
| | - Lucas P Carlstrom
- Department of Neurologic Surgery, Mayo Clinic, Rochester, Minnesota, United States
| | - Maria Peris-Celda
- Department of Neurologic Surgery, Mayo Clinic, Rochester, Minnesota, United States
- Department of Neurosurgery, Albany Medical Center, Albany, New York, United States
| | - Amy Alexander
- Department of Radiology, Mayo Clinic, Rochester, Minnesota, United States
| | - Hunter J Dickens
- Department of Radiology, Mayo Clinic, Rochester, Minnesota, United States
| | - Michael J Holroyd
- Department of Neurologic Surgery, Mayo Clinic, Rochester, Minnesota, United States
| | - Colin L W Driscoll
- Department of Otolaryngology-Head and Neck Surgery, Mayo Clinic, Rochester, Minnesota, United States
| | - Michael J Link
- Department of Neurologic Surgery, Mayo Clinic, Rochester, Minnesota, United States
| | - Jonathan Morris
- Department of Radiology, Mayo Clinic, Rochester, Minnesota, United States
| |
Collapse
|
14
|
Lee MH, Lee TK. Cadaver-Free Neurosurgical Simulation Using a 3-dimensional Printer and Augmented Reality. Oper Neurosurg (Hagerstown) 2022; 23:46-52. [DOI: 10.1227/ons.0000000000000184] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2021] [Accepted: 12/26/2021] [Indexed: 01/26/2023] Open
|
15
|
Abarca-Olivas J, González-López P, Fernández-Cornejo V, Verdú-Martínez I, Martorell-Llobregat C, Baldoncini M, Campero A. 3D Stereoscopic View in Neurosurgical Anatomy: compilation of basic methods. World Neurosurg 2022; 163:e593-e609. [DOI: 10.1016/j.wneu.2022.04.036] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2022] [Accepted: 04/07/2022] [Indexed: 10/18/2022]
|
16
|
Paech D, Klopries K, Nawrotzki R, Schlemmer HP, Giesel FL, Kirsch J, Schultz JH, Kuner T, Doll S. Strengths and Weaknesses of Non-enhanced and Contrast-enhanced Cadaver Computed Tomography Scans in the Teaching of Gross Anatomy in an Integrated Curriculum. ANATOMICAL SCIENCES EDUCATION 2022; 15:143-154. [PMID: 33170986 DOI: 10.1002/ase.2034] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2020] [Revised: 10/20/2020] [Accepted: 11/05/2020] [Indexed: 06/11/2023]
Abstract
Cadaver-specific postmortem computed tomography (PMCT) has become an integral part in anatomy teaching at several universities. Recently, the feasibility of contrast-enhanced (CE)-PMCT has been demonstrated. The purpose of this study was to identify particular strengths and weaknesses of both non-enhanced and contrast-enhanced PMCT compared to conventional cadaver dissection. First, the students' perception of the learning effectiveness of the three different modalities have been assessed using a 34-item survey (five-point Likert scale) covering all anatomy course modules. Results were compared using the nonparametric Friedman Test. Second, the most frequent artifacts in cadaver CT scans, were systematically analyzed in 122 PMCT and 31 CE-PMCT data sets to quantify method-related limitations and characteristics. Perfusion quality was assessed in 57 vascular segments (38 arterial and 19 venous). The survey was answered by n = 257/320 (80.3%) students. Increased learning benefits of PMCT/ CE-PMCT compared to cadaver dissection were found in osteology (2/3 categories, P < 0.001), head and neck (2/5 categories, P < 0.01), and brain anatomy (3/3 categories, P < 0.01). Contrast-enhanced-PMCT was perceived particularly useful in learning vascular anatomy (10/10 categories, P < 0.01). Cadaver dissection received significantly higher scores compared to PMCT and CE-PMCT in all categories of the abdomen and thorax (7/7 categories, P < 0.001), as well as the majority of muscular anatomy (5/6 categories, P < 0.001). Frequent postmortem artifacts (total n = 28, native-phase n = 21, contrast injection-related n = 7) were identified and assessed. The results of this work contribute to the understanding of the value of integrating cadaver-specific PMCT in anatomy teaching.
Collapse
Affiliation(s)
- Daniel Paech
- Institute of Anatomy and Cell Biology, Heidelberg University, Heidelberg, Germany
- Division of Radiology, German Cancer Research Center, Heidelberg, Germany
| | - Kerstin Klopries
- Institute of Anatomy and Cell Biology, Heidelberg University, Heidelberg, Germany
- Department of Radiology, University Hospital Essen, Essen, Germany
| | - Ralph Nawrotzki
- Institute of Anatomy and Cell Biology, Heidelberg University, Heidelberg, Germany
| | | | - Frederik L Giesel
- Department of Nuclear Medicine, University Hospital Heidelberg, Heidelberg, Germany
| | - Joachim Kirsch
- Institute of Anatomy and Cell Biology, Heidelberg University, Heidelberg, Germany
| | - Jobst-Hendrik Schultz
- Department of General Internal Medicine and Psychosomatics, University Hospital Heidelberg, Heidelberg, Germany
| | - Thomas Kuner
- Institute of Anatomy and Cell Biology, Heidelberg University, Heidelberg, Germany
| | - Sara Doll
- Institute of Anatomy and Cell Biology, Heidelberg University, Heidelberg, Germany
| |
Collapse
|
17
|
Vaduva AO, Serban CL, Lazureanu CD, Cornea R, Vita O, Gheju A, Jurescu A, Mihai I, Olteanu EG, Lupu V, Pup A, Cornianu M, Mureșan A, Taban S, Dema ALC. Three-Dimensional Virtual Pathology Specimens: Decrease in Student Performance upon Switching to Digital Models. ANATOMICAL SCIENCES EDUCATION 2022; 15:115-126. [PMID: 33319472 DOI: 10.1002/ase.2041] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/29/2020] [Revised: 12/04/2020] [Accepted: 12/11/2020] [Indexed: 06/12/2023]
Abstract
Several alternatives to formalin-stored physical specimens have been described in medical literature, but only a few studies have addressed the issue of learning outcomes when these materials were employed. The aim of this study was to conduct a prospective controlled study to assess student performance in learning anatomic pathology when adding three-dimensional (3D) virtual models as adjunct teaching materials in the study of macroscopic lesions. Third-year medical students (n = 501) enrolled at the Victor Babes University of Medicine and Pharmacy in Timisoara, Romania, were recruited to participate. Student performance was assessed through questionnaires. Students performed worse with new method, with poorer results in terms of overall (mean 77.6% ±SD 11.8% vs. 83.6% ±10.5) and individual question scores (percentage of questions with maximum score 34.6% ±25.6 vs. 47.7 ± 24.6). This decreased performance was generalizable, as it was observed across all language divisions and was independent of the teaching assistant involved in the process. In an open-ended feedback evaluation of the new 3D specimens, most students agreed that the new method was better, bringing arguments both for and against these models. Although subjectively the students found the novel teaching materials to be more helpful, their learning performance decreased. A wider implementation as well as exposure to the technique and use of virtual specimens in medical teaching could improve the students' performance outcome by accommodating the needs for novel teaching materials for digital natives.
Collapse
Affiliation(s)
- Adrian O Vaduva
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Costela L Serban
- Discipline of Medical Informatics and Biostatistics, Department of Functional Studies, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
- Department of Genetics, Louis Turcanu Clinical Emergency Children's Hospital, Timisoara, Romania
| | - Codruta D Lazureanu
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Remus Cornea
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Octavia Vita
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Adelina Gheju
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Aura Jurescu
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Ioana Mihai
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Emilian G Olteanu
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
- Center for Gene and Cellular Therapies in Cancer Treatment - Oncogen, Pius Branzeu Emergency County Hospital, Timisoara, Romania
| | - Vlad Lupu
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Alexandra Pup
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Marioara Cornianu
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Anca Mureșan
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Sorina Taban
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| | - Alis L C Dema
- Discipline of Morphopathology, Department of Microscopic Morphology, Faculty of Medicine, Victor Babes University of Medicine and Pharmacy Timisoara, Timisoara, Romania
| |
Collapse
|
18
|
Wilhelm J, Mattingly S, Gonzalez VH. Perceptions, satisfactions, and performance of undergraduate students during Covid-19 emergency remote teaching. ANATOMICAL SCIENCES EDUCATION 2022; 15:42-56. [PMID: 34859608 PMCID: PMC9011711 DOI: 10.1002/ase.2161] [Citation(s) in RCA: 15] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/22/2020] [Revised: 07/13/2021] [Accepted: 11/29/2021] [Indexed: 06/12/2023]
Abstract
Due to the Covid-19 pandemic, the education system worldwide faced sudden and unforeseen challenges. Many academic institutions closed their doors, forcing both educators and students to transition to Emergency Remote Teaching (ERT) for the remainder of the semester. This transition eliminated hands-on experiences, increased workload, and altered curricula. However, these aspects, as well as students' perceptions, study habits, and performance in response to ERT remain poorly documented. This contribution describes changes in the curriculum of an undergraduate cadaver-based laboratory, and explores students' performance, self-perceived learning, and overall satisfaction during this educational crisis. Online content delivery for this course included both asynchronous instruction and synchronous discussion sessions. While formative assessments remained the same, online spotter examinations included short answer, multiple choice, multiple answer, ordering, and true and false questions. Despite examination grades improving 20% during ERT, students reported lower levels of learning, confidence, and engagement with the course materials when compared to the face-to-face portion of the class. The most prevalent challenges identified by students were those related to the loss of access to cadaver-based learning, including difficulty identifying and visualizing structures in three dimensions, and the loss of context and sensorial cues. Flexibility in taking examinations and learning the material at their own pace were recognized as positive outcomes of the ERT transition. While the resulting student perceptions and performances are unsurprising, they offer insight into the challenges of fostering a productive learning environment in a future threatened by epidemic outbreak and economic uncertainty.
Collapse
Affiliation(s)
- Jessica Wilhelm
- Department of Ecology and Evolutionary BiologyCollege of Liberal Arts and SciencesUniversity of KansasLawrenceKansasUSA
| | - Spencer Mattingly
- Department of Ecology and Evolutionary BiologyCollege of Liberal Arts and SciencesUniversity of KansasLawrenceKansasUSA
| | - Victor H. Gonzalez
- Department of Ecology and Evolutionary BiologyCollege of Liberal Arts and SciencesUniversity of KansasLawrenceKansasUSA
- Undergraduate Biology ProgramCollege of Liberal Arts and SciencesUniversity of KansasLawrenceKansasUSA
| |
Collapse
|
19
|
Nassar AK, Al-Manaseer F, Knowlton LM, Tuma F. Virtual reality (VR) as a simulation modality for technical skills acquisition. Ann Med Surg (Lond) 2021; 71:102945. [PMID: 34840738 PMCID: PMC8606692 DOI: 10.1016/j.amsu.2021.102945] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2021] [Revised: 10/11/2021] [Accepted: 10/13/2021] [Indexed: 12/25/2022] Open
Abstract
Efforts continue to facilitate surgical skills training and provide accessible and safe training opportunities. Educational technology has played an essential role in minimizing the challenges facing traditional surgical training and providing feasible training opportunities. Simulation and virtual reality (VR) offer an important innovative training approach to enhance and supplement both technical and non-technical skills acquisition and overcome the many training challenges facing surgical training programs. To maximize the effectiveness of simulation modalities, an in-depth understanding of the cognitive learning theory is necessary. Knowing the stages and mental processes of skills acquisition when integrated with simulation applications can help trainees achieve maximal learning outcomes. This article aims to review important literature related to VR effectiveness and discuss the leading theories of technical skills acquisition related to VR simulation technologies. VR simulation offers an innovative training approach to supplement both technical and non-technical skills acquisition. VR simulation with haptic feedback is a promising modality for safe, repetitive, and learner-oriented operative training. VR simulation facilitates deliberate practice with built-in auto feedback to address limited staff resources. To maximize the effectiveness of simulation, an in-depth understanding of the cognitive learning theory is necessary.
Collapse
Affiliation(s)
| | | | | | - Faiz Tuma
- Central Michigan University College of Medicine, Saginaw, USA
| |
Collapse
|
20
|
Birbara NS, Pather N. Real Or Not Real: The Impact of the Physical Fidelity of Virtual Learning Resources on Learning Anatomy. ANATOMICAL SCIENCES EDUCATION 2021; 14:774-787. [PMID: 33002293 DOI: 10.1002/ase.2022] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/07/2020] [Revised: 09/18/2020] [Accepted: 09/23/2020] [Indexed: 05/22/2023]
Abstract
Technological advancements have made it possible to create realistic virtual representations of the real world, although it is unclear in medical education whether high physical fidelity is required in virtual learning resources (VLRs). This study, therefore, aimed to compare the effectiveness of high-fidelity (HF) and low-fidelity (LF) VLRs for learning anatomy. For this study, HF and LF VLRs were developed for liver anatomy and participants were voluntarily recruited from two cohorts (cohorts 1 and 2). Knowledge outcomes were measured through pre- and post-tests, task outcomes including activity score and completion time were recorded and participants' perceptions of the VLRs were surveyed. A total of 333 participants (165 HF and 168 LF) took part in this study. Knowledge outcomes were higher for the HF activity in cohort 1 and for the LF activity in cohort 2, although not significantly. There were no significant differences in activity score within either cohort, although completion time was significantly longer for the HF activity in cohort 1 (P = 0.001). There were no significant differences within either cohort in perceptions of the VLRs regarding usefulness for reviewing conceptual knowledge, esthetics, quality, mental effort experienced, or future use, although the LF VLR was scored significantly higher regarding the value for understanding in cohort 1 (P = 0.027).This study suggests that high physical fidelity is not necessarily required for anatomy VLRs, although may potentially be valuable for improving knowledge outcomes. Also, level of prior knowledge may be an important factor when considering the physical fidelity of anatomy VLRs.
Collapse
Affiliation(s)
- Nicolette S Birbara
- Department of Anatomy, School of Medical Sciences, Faculty of Medicine, The University of New South Wales, Sydney, New South Wales, Australia
| | - Nalini Pather
- Department of Anatomy, School of Medical Sciences, Faculty of Medicine, The University of New South Wales, Sydney, New South Wales, Australia
| |
Collapse
|
21
|
Wainman B, Aggarwal A, Birk SK, Gill JS, Hass KS, Fenesi B. Virtual Dissection: An Interactive Anatomy Learning Tool. ANATOMICAL SCIENCES EDUCATION 2021; 14:788-798. [PMID: 33185976 DOI: 10.1002/ase.2035] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/09/2020] [Revised: 10/13/2020] [Accepted: 11/09/2020] [Indexed: 06/11/2023]
Abstract
The novelty of three-dimensional visualization technology (3DVT), such as virtual reality (VR), has captured the interest of many educational institutions. This study's objectives were to (1) assess how VR and physical models impact anatomy learning, (2) determine the effect of visuospatial ability on anatomy learning from VR and physical models, and (3) evaluate the impact of a VR familiarization phase on learning. This within-subjects, crossover study recruited 78 undergraduate students who studied anatomical structures at both physical and VR models and were tested on their knowledge immediately and 48 hours after learning. There were no significant differences in test scores between the two modalities on both testing days. After grouping participants on visuospatial ability, low visuospatial ability learners performed significantly worse on anatomy knowledge tests compared to their high visuospatial ability counterparts when learning from VR immediately (P = 0.001, d = 1.515) and over the long-term (P = 0.003, d = 1.279). In contrast, both low and high visuospatial ability groups performed similarly well when learning from the physical model and tested immediately after learning (P = 0.067) and over the long-term (P = 0.107). These results differ from current literature which indicates that learners with low visuospatial ability are aided by 3DVT. Familiarizing participants with VR before the learning phase had no impact on learning (P = 0.967). This study demonstrated that VR may be detrimental to low visuospatial ability students, whereas physical models may allow all students, regardless of their visuospatial abilities, to learn similarly well.
Collapse
Affiliation(s)
- Bruce Wainman
- Department of Pathology and Molecular Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Akanksha Aggarwal
- Doctor of Medicine Program, Carver College of Medicine, University of Iowa, Iowa City, Iowa
| | - Sapriya K Birk
- Master of Public Health program, Faculty of Health Sciences, Queen's University, Kingston, Ontario, Canada
| | - Jaskaran S Gill
- Doctor of Medicine Program, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Katrina S Hass
- Master of Science in Biomedical Communications Program, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Barbara Fenesi
- Faculty of Education, University of Western Ontario, London, Ontario, Canada
| |
Collapse
|
22
|
Salinas-Alvarez Y, Quiroga-Garza A, Martinez-Garza JH, Jacobo-Baca G, Zarate-Garza PP, Rodríguez-Alanís KV, Guzman-Lopez S, Elizondo-Omaña RE. Mexican Educators Survey on Anatomical Sciences Education and a Review of World Tendencies. ANATOMICAL SCIENCES EDUCATION 2021; 14:471-481. [PMID: 32902143 DOI: 10.1002/ase.2017] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/04/2019] [Revised: 08/12/2020] [Accepted: 09/01/2020] [Indexed: 06/11/2023]
Abstract
Anatomical sciences curricula have been under constant reform over the years, with many countries having to reduce course hours while trying to preserve laboratory time. In Mexico, schools have historically been autonomous and unregulated, and data regarding structure and methods are still lacking. A national survey was sent by the Mexican Society of Anatomy to 110 anatomical sciences educators. The questionnaire consisted of 50 items (open and multiple choice) for gross anatomy, microscopic anatomy, neuroanatomy, and embryology courses in medical schools across Mexico. A clinical approach was the most common course approach in all disciplines. Contact course hours and laboratory hours were higher in Mexican anatomy education compared to other countries, with the highest reported contact hours for embryology (133.4 ± 44.1) and histology (125 ± 33.2). There were similar contact hours to other countries for gross anatomy (228.5 ± 60.5). Neuroanatomy course hours (43.9 ± 13.1) were less than reported by the United States and similar to Saudi Arabia and higher than the United Kingdom. Dissection and microscopy with histological slides predominate as the most common laboratory activities. Traditional methods prevail in most of the courses in Mexico and only a few educators have implemented innovative and technological tools. Implementation of new methods, approaches, and curricular changes are needed to enhance anatomical sciences education in Mexico.
Collapse
Affiliation(s)
- Yolanda Salinas-Alvarez
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, México
| | - Alejandro Quiroga-Garza
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, México
| | | | - Guillermo Jacobo-Baca
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, México
| | | | | | - Santos Guzman-Lopez
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, México
| | | |
Collapse
|
23
|
Duncan-Vaidya EA, Stevenson EL. The Effectiveness of an Augmented Reality Head-Mounted Display in Learning Skull Anatomy at a Community College. ANATOMICAL SCIENCES EDUCATION 2021; 14:221-231. [PMID: 32583577 DOI: 10.1002/ase.1998] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2019] [Revised: 06/16/2020] [Accepted: 06/17/2020] [Indexed: 06/11/2023]
Abstract
Despite an increase in the use of technology in undergraduate anatomy education, and the rising popularity of online anatomy courses at community colleges in the United States, there have been no reports on the efficacy of augmented reality on anatomy education in this population. The purpose of this study was to test the hypothesis that augmented reality is an effective and engaging tool for learning anatomy in community college students. Participants recruited from Cuyahoga Community College (Cleveland, OH) studied skull anatomy using either traditional tools (i.e., textbook and plastic skull model) or an augmented reality head-mounted display with an interactive virtual skull application. Comparison of knowledge before and following the study period revealed that augmented reality was an effective tool for learning skull anatomy: pre-quiz = 32.7% (± 25.2); mean (± SD), post-quiz = 61.8% (± 19.5); n = 15; t(28) = 3.53; P = 0.001. The traditional tools were equally effective: pre-quiz = 44.9 % (± 18.6), post-quiz = 67.9 % (± 17.3); n = 17; t(32) = 3.73; P = 0.0007. Students rated the augmented reality device as 9.6 (± 1.0); mean (± SD) when asked if it fit the statement "fun to use" on a semantic differential scale from 1 (poor) to 10 (excellent). In conclusion, this study found that augmented reality is an effective and engaging tool for the instruction of skull anatomy at a community college.
Collapse
Affiliation(s)
| | - Erica L Stevenson
- Department of Biology, Cuyahoga Community College - Westshore Campus, Cleveland, Ohio
| |
Collapse
|
24
|
Bogomolova K, Hierck BP, Looijen AEM, Pilon JNM, Putter H, Wainman B, Hovius SER, van der Hage JA. Stereoscopic three-dimensional visualisation technology in anatomy learning: A meta-analysis. MEDICAL EDUCATION 2021; 55:317-327. [PMID: 32790885 PMCID: PMC7984401 DOI: 10.1111/medu.14352] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2020] [Revised: 08/04/2020] [Accepted: 08/10/2020] [Indexed: 05/09/2023]
Abstract
OBJECTIVES The features that contribute to the apparent effectiveness of three-dimensional visualisation technology [3DVT] in teaching anatomy are largely unknown. The aim of this study was to conduct a systematic review and meta-analysis of the role of stereopsis in learning anatomy with 3DVT. METHODS The review was conducted and reported according to PRISMA Standards. Literature search of English articles was performed using EMBASE, MEDLINE, CINAHL EBSCOhost, ERIC EBSCOhost, Cochrane CENTRAL, Web of Science and Google Scholar databases until November 2019. Study selection, data extraction and study appraisal were performed independently by two authors. Articles were assessed for methodological quality using the Medical Education Research Study Quality Instrument and the Cochrane Collaboration's tool for assessing the risk of bias. For quantitative analysis, studies were grouped based on relative between-intervention differences in instructional methods and type of control conditions. RESULTS A total of 3934 citations were obtained of which 67 underwent a full-text review. Ultimately, 13 randomised controlled trials were included in the meta-analysis. When interactive, stereoscopic 3D models were compared to interactive, monoscopic 3D models within a single level of instructional design, for example isolating stereopsis as the only true manipulated element in the experimental design, an effect size [ES] of 0.53 (95% confidence interval [CI] 0.26-0.80; P < .00001) was found. In comparison with 2D images within multiple levels of instructional design, an effect size of 0.45 (95% CI 0.10-0.81; P < .002) was found. Stereopsis had no effect on learning when utilised with non-interactive 3D images (ES = -0.87, 95% CI -2.09-0.35; P = .16). CONCLUSION Stereopsis is an important distinguishing element of 3DVT that has a significant positive effect on acquisition of anatomical knowledge when utilised within an interactive 3D environment. A distinction between stereoscopic and monoscopic 3DVT is essential to make in anatomical education and research.
Collapse
Affiliation(s)
- Katerina Bogomolova
- Department of SurgeryFaculty of MedicineLeiden University Medical CenterLeidenThe Netherlands
- Faculty of MedicineCenter for Innovation of Medical EducationLeiden University Medical CenterLeidenThe Netherlands
- Faculty of MedicineInstitute for Medical Education Research RotterdamRotterdam Erasmus University Medical CenterRotterdamThe Netherlands
| | - Beerend P. Hierck
- Faculty of MedicineCenter for Innovation of Medical EducationLeiden University Medical CenterLeidenThe Netherlands
- Department of Anatomy and EmbryologyFaculty of MedicineLeiden University Medical CenterLeidenThe Netherlands
- Leiden Teachers’ AcademyLeiden UniversityLeidenThe Netherlands
- Department of Medical Statistics and BioinformaticsFaculty of MedicineLeiden University Medical CenterLeidenThe Netherlands
| | - Agnes E. M. Looijen
- Faculty of MedicineInstitute for Medical Education Research RotterdamRotterdam Erasmus University Medical CenterRotterdamThe Netherlands
| | - Johanne N. M. Pilon
- Faculty of MedicineInstitute for Medical Education Research RotterdamRotterdam Erasmus University Medical CenterRotterdamThe Netherlands
| | - Hein Putter
- Department of Medical Statistics and BioinformaticsFaculty of MedicineLeiden University Medical CenterLeidenThe Netherlands
| | - Bruce Wainman
- Department of Pathology and Molecular MedicineFaculty of Health SciencesMcMaster UniversityHamiltonONCanada
| | - Steven E. R. Hovius
- Department of Plastic and Reconstructive SurgeryFaculty of MedicineRadboud University Medical CenterNijmegenThe Netherlands
| | - Jos A. van der Hage
- Department of SurgeryFaculty of MedicineLeiden University Medical CenterLeidenThe Netherlands
- Faculty of MedicineCenter for Innovation of Medical EducationLeiden University Medical CenterLeidenThe Netherlands
| |
Collapse
|
25
|
Karbasi Z, Niakan Kalhori SR. Application and evaluation of virtual technologies for anatomy education to medical students: A review. Med J Islam Repub Iran 2020; 34:163. [PMID: 33816362 PMCID: PMC8004573 DOI: 10.47176/mjiri.34.163] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2019] [Indexed: 11/26/2022] Open
Abstract
To learn anatomy, medical students need to look at body structures and manipulate anatomical structures. Simulation-based education is a promising opportunity for the upgrade and sharing of knowledge. The purpose of this review is to investigate the evaluation of virtual technologies in teaching anatomy to medical students.
Methods: In this review, we searched PubMed, Web of Sciences, Scopus, and Embase for relevant articles in November 2018. Information retrieval was done without time limitation. The search was based on the following keywords: virtual reality, medical education, and anatomy. Results: 2483 articles were identified by searching databases. Finally, the fulltext of 12 articles was reviewed. The results of the review showed that virtual technologies had been used to train internal human anatomy, ear anatomy, nose anatomy, temporal bone anatomy, surgical anatomy, neuroanatomy, and cardiac anatomy. Conclusion: Virtual reality, augmented reality, and games can enhance students' anatomical learning skills and are proper alternatives to traditional methods in case of no access to the cadavers and mannequin.
Collapse
Affiliation(s)
- Zahra Karbasi
- Department of Health Information Management, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
| | - Sharareh R Niakan Kalhori
- Department of Health Information Management, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
| |
Collapse
|
26
|
Duarte ML, Santos LR, Guimarães Júnior JB, Peccin MS. Learning anatomy by virtual reality and augmented reality. A scope review. Morphologie 2020; 104:254-266. [PMID: 32972816 DOI: 10.1016/j.morpho.2020.08.004] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2020] [Revised: 08/10/2020] [Accepted: 08/11/2020] [Indexed: 05/24/2023]
Abstract
During the last century, there were no significant changes in the teaching methods of anatomy in universities, predominating expositive lectures, and anatomy laboratory activities. With the advent of new technologies, simulators, augmented reality, and virtual reality, new teaching possibilities have emerged that may provide assistance and, in some situations, replace traditional methods of teaching. In this narrative scope review we evaluate articles that compare traditional methods with virtual reality or augmented reality through a search on Cochrane library, MEDLINE, EMBASE, and LILACS databases, using the MeSH terms "Anatomy", "Virtual Reality", "Augmented Reality", "Video Games", "Education Medical, Undergraduate", "Teaching" and "Simulation Training". We concluded that virtual reality and augmented reality have a promising value for teaching anatomy in addition to a positive economic impact on universities.
Collapse
Affiliation(s)
- M L Duarte
- Evidence-based Health Program of UNIFESP, São Paulo, Brazil.
| | - L R Santos
- Physiology and Medical Clinic of the Lusíada Foundation - UNILUS. Evidence-based Health Program of UNIFESP, São Paulo, Brazil
| | | | - M S Peccin
- Department of Human Movement Sciences and Advisor of the Evidence-Based Health Postgraduate Program at UNIFESP, São Paulo, Brazil
| |
Collapse
|
27
|
Nation H, Kaliski D, Ortiz A. Narrated Dissection Videos and Peer-Mentoring to Enhance Anatomy Performance of Underrepresented Minority Students in Physical Therapy Education. ANATOMICAL SCIENCES EDUCATION 2020; 13:794-799. [PMID: 32384222 DOI: 10.1002/ase.1971] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/17/2019] [Revised: 03/28/2020] [Accepted: 05/03/2020] [Indexed: 06/11/2023]
Abstract
Three-dimensional virtual technology (3DVT) educational tools and peer-tutoring have proven to be effective teaching strategies in improving student learning outcomes. The purpose of this study was threefold: (1) compare the anatomy academic performance between underrepresented minority (URM) and non-minority (non-URM) students, (2) compare the voluntary use of 3DVT dissection videos and peer-mentoring between these two cohorts, and (3) estimate the association between the use of these teaching strategies on anatomy examinations and course grades at a school of physical therapy. Three-dimensional virtual technology narrated dissection videos and peer-mentoring were made available to all students. Time accessing the video and attending peer-mentoring sessions was measured throughout the course for all students. Three practical and four written examinations and the final course grade were calculated. Numerous one-way ANOVAs were used to compare examination/course grades between student cohorts (URM and non-URM) and usage of the two educational strategies (3DVT and peer-mentoring). Multiple linear regressions were performed with teaching strategies as predictors and grades as outcomes. Underrepresented minority students demonstrated significantly lower practical examination scores (P = 0.04), lower final course grades (P = 0.01), and a greater use of mentorship hours (P = 0.001) compared to non-URM. The regression models with both predictors (3DVT and peer-mentoring) combined demonstrated the greatest association with grades for both URM and non-URM. For both groups of students, the association between predictors and practical examination scores, although fair, was not statistically significant. Peer-mentoring seems to be the most effective teaching strategy in helping URM students succeed in anatomy.
Collapse
Affiliation(s)
- Haley Nation
- Department of Cell Systems and Anatomy, Long School of Medicine, University of Texas Health San Antonio, San Antonio, Texas, USA
| | - Debora Kaliski
- School of Physical Therapy, University of The Incarnate Word, San Antonio, Texas, USA
| | - Alexis Ortiz
- School of Physical Therapy, University of The Incarnate Word, San Antonio, Texas, USA
| |
Collapse
|
28
|
Chen S, Zhu J, Cheng C, Pan Z, Liu L, Du J, Shen X, Shen Z, Zhu H, Liu J, Yang H, Ma C, Pan H. Can virtual reality improve traditional anatomy education programmes? A mixed-methods study on the use of a 3D skull model. BMC MEDICAL EDUCATION 2020; 20:395. [PMID: 33129310 PMCID: PMC7603711 DOI: 10.1186/s12909-020-02255-6] [Citation(s) in RCA: 28] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2020] [Accepted: 09/24/2020] [Indexed: 05/17/2023]
Abstract
BACKGROUND Realistic, portable, and scalable lectures, cadaveric models, 2D atlases and computer simulations are being combined more frequently for teaching anatomy, which result in major increases in user satisfaction. However, although digital simulations may be more portable, interesting, or motivating than traditional teaching tools, whether they are superior in terms of student learning remain unclear. This paper presents a study in which the educational effectiveness of a virtual reality (VR) skull model is compared with that of cadaveric skulls and atlases. The aim of this study was to compare the results of teaching with VR to results of teaching with traditional teaching methods by administering objective questionnaires and perception surveys. METHODS A mixed-methods study with 73 medical students was conducted with three different groups, namely, the VR group (N = 25), cadaver group (N = 25) and atlas group (N = 23). Anatomical structures were taught through an introductory lecture and model-based learning. All students completed the pre- and post-intervention tests, which comprised a theory test and an identification test. The theory test consisted of 18 multiple-choice questions, and the identification test consisted of 25 fill-in-the-blank questions. RESULTS The participants in all three groups had significantly higher total scores on the post-intervention test than on the pre-intervention test; the post-intervention test score in the VR group was not statistically significantly higher than the post-intervention test score of the other groups (VR: 30 [IQR: 22-33.5], cadaver: 26 [IQR: 20-31.5], atlas: 28[IQR: 20-33]; p > 0.05). The participants in the VR and cadaver groups provided more positive feedback on their learning models than the atlas group (VR: 26 [IQR: 19-30], cadaver: 25 [IQR: 19.5-29.5], atlas: 12 [IQR: 9-20]; p < 0.001). CONCLUSIONS The skull virtual learning resource (VLR) was equally efficient as the cadaver skull and atlas in teaching anatomy structures. Such a model can aid individuals in understanding complex anatomical structures with a higher level of motivation and tolerable adverse effects.
Collapse
Affiliation(s)
- Shi Chen
- Department of Endocrinology, Endocrine Key Laboratory of Ministry of Health, Peking Union Medical College Hospital (PUMCH), Chinese Academe of Medical Sciences & Peking Union Medical College (CAMS & PUMC), Beijing, 100730, China
- National Virtual Simulation Laboratory Education Center of Medical Sciences, PUMCH, CAMS & PUMC, Beijing, 100730, China
| | - Jiawei Zhu
- Eight-year Program of Clinical Medicine, PUMCH, CAMS & PUMC, Beijing, 100730, China
| | - Cheng Cheng
- Eight-year Program of Clinical Medicine, PUMCH, CAMS & PUMC, Beijing, 100730, China
| | - Zhouxian Pan
- Eight-year Program of Clinical Medicine, PUMCH, CAMS & PUMC, Beijing, 100730, China
| | - Lingshan Liu
- Eight-year Program of Clinical Medicine, PUMCH, CAMS & PUMC, Beijing, 100730, China
| | - Jianhua Du
- Eight-year Program of Clinical Medicine, PUMCH, CAMS & PUMC, Beijing, 100730, China
| | - Xinhua Shen
- Department of Human Anatomy, Histology and Embryology, Institute of Basic Medical Sciences, Neuroscience Center, Chinese Academy of Medical Sciences, School of Basic Medicine, Peking Union Medical College, Beijing, 100005, China
| | - Zhen Shen
- The State Key Laboratory of Management and Control for Complex Systems, Institute of Automation, Chinese Automation, Chinese Academy of Sciences (CASIA), Beijing, 100190, China
| | - Huijuan Zhu
- Department of Endocrinology, Endocrine Key Laboratory of Ministry of Health, Peking Union Medical College Hospital (PUMCH), Chinese Academe of Medical Sciences & Peking Union Medical College (CAMS & PUMC), Beijing, 100730, China
| | - Jihai Liu
- National Virtual Simulation Laboratory Education Center of Medical Sciences, PUMCH, CAMS & PUMC, Beijing, 100730, China
- Department of Emergency, PUMCH, CAMS & PUMC, Beijing, 100730, China
| | - Hua Yang
- National Virtual Simulation Laboratory Education Center of Medical Sciences, PUMCH, CAMS & PUMC, Beijing, 100730, China
- Department of Otolaryngology-Head and Neck Surgery, PUMCH, CAMS & PUMC, Beijing, 100730, China
| | - Chao Ma
- Department of Human Anatomy, Histology and Embryology, Institute of Basic Medical Sciences, Neuroscience Center, Chinese Academy of Medical Sciences, School of Basic Medicine, Peking Union Medical College, Beijing, 100005, China
| | - Hui Pan
- Department of Endocrinology, Endocrine Key Laboratory of Ministry of Health, Peking Union Medical College Hospital (PUMCH), Chinese Academe of Medical Sciences & Peking Union Medical College (CAMS & PUMC), Beijing, 100730, China.
- Medical Department, PUMCH, CAMS & PUMC, Beijing, 100730, China.
| |
Collapse
|
29
|
Abstract
Modern scientific visualization is web-based and uses emerging technology such as WebGL (Web Graphics Library) and WebGPU for three-dimensional computer graphics and WebXR for augmented and virtual reality devices. These technologies, paired with the accessibility of websites, potentially offer a user experience beyond traditional standalone visualization systems. We review the state-of-the-art of web-based scientific visualization and present an overview of existing methods categorized by application domain. As part of this analysis, we introduce the Scientific Visualization Future Readiness Score (SciVis FRS) to rank visualizations for a technology-driven disruptive tomorrow. We then summarize challenges, current state of the publication trend, future directions, and opportunities for this exciting research field.
Collapse
|
30
|
Tanner JA, Jethwa B, Jackson J, Bartanuszova M, King TS, Bhattacharya A, Sharma R. A Three-Dimensional Print Model of the Pterygopalatine Fossa Significantly Enhances the Learning Experience. ANATOMICAL SCIENCES EDUCATION 2020; 13:568-580. [PMID: 31904166 DOI: 10.1002/ase.1942] [Citation(s) in RCA: 29] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2019] [Revised: 12/23/2019] [Accepted: 01/03/2020] [Indexed: 05/22/2023]
Abstract
The pterygopalatine fossa (PPF) is a bilateral space deep within the skull that serves as a major neurovascular junction. However, its small volume and poor accessibility make it a difficult space to comprehend using two-dimensional illustrations and cadaveric dissections. A three-dimensional (3D) printed model of the PPF was developed as a visual and kinesthetic learning tool for completely visualizing the fossa, its boundaries, its communicating channels, and its neurovascular structures. The model was evaluated by analyzing student performance on pre- and post-quizzes and a student satisfaction survey based on the five-point Likert scale. The first cohort comprised of 88 students who had never before studied the PPF. The second cohort consisted of 30 students who were previously taught the PPF. Each cohort was randomly divided into a control group who were provided with a half skull and an intervention group that were provided with the 3D printed model. The intervention group performed significantly better on the post-quiz as compared to the control group in cohort I (P = 0.001); while not significant, it also improved learning in cohort II students (P = 0.124). Satisfaction surveys indicated that the intervention group found the 3D printed model to be significantly more useful (P < 0.05) as compared to the half skull used by the control group. Importantly, the effect sizes for cohorts I and II (0.504 and 0.581, respectively) validated the statistical results. Together, this study highlights the importance of 3D printed models as teaching tools in anatomy education.
Collapse
Affiliation(s)
- Jordan A Tanner
- Department of Cell Systems and Anatomy, Long School of Medicine, UT Health, San Antonio, Texas
| | - Beeran Jethwa
- Department of Cell Systems and Anatomy, Long School of Medicine, UT Health, San Antonio, Texas
| | - Jeff Jackson
- Office of Undergraduate Medical Education, Long School of Medicine, UT Health, San Antonio, Texas
| | - Maria Bartanuszova
- Department of Cell Systems and Anatomy, Long School of Medicine, UT Health, San Antonio, Texas
| | - Thomas S King
- Department of Cell Systems and Anatomy, Long School of Medicine, UT Health, San Antonio, Texas
- Department of Obstetrics-Gynecology, Long School of Medicine, UT Health, San Antonio, Texas
| | - Arunabh Bhattacharya
- Department of Clinical and Applied Sciences Education, School of Osteopathic Medicine, University of Incarnate Word, San Antonio, Texas
| | - Ramaswamy Sharma
- Department of Cell Systems and Anatomy, Long School of Medicine, UT Health, San Antonio, Texas
| |
Collapse
|
31
|
Poblete P, McAleer S, Mason AG. 3D Technology Development and Dental Education: What Topics Are Best Suited for 3D Learning Resources? Dent J (Basel) 2020; 8:dj8030095. [PMID: 32882795 PMCID: PMC7559427 DOI: 10.3390/dj8030095] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2020] [Revised: 07/29/2020] [Accepted: 07/30/2020] [Indexed: 11/16/2022] Open
Abstract
The aim of this study is to identify topics (knowledge and skills) from the dental curricula that would benefit from having a 3D learning resource using an exploratory sequential design method. The first phase targeted stakeholders from a Scottish dental school. Seven focus groups and three interviews disclosed 97 suitable topics for 3D technology development. These results were used to construct a survey that was sent to final year dental students, newly dental graduates and academics from three Scottish universities. The survey asked participants to rank each item based on the perceived benefit that a 3D learning resource would have for dental education. Results revealed that detailed anatomy of the temporomandibular joint, dental anaesthesiology, dental clinical skills techniques, dental occlusion and mandibular functioning were top priorities. Gender differences only appeared in relation to ‘Extraction techniques: movements and force’ (p < 0.05), this topic was considered to be more beneficial by females than by males. No statistical difference was found when comparing results of graduates with undergraduates. These results serve as a starting point when developing a new 3D technology tool for dental education, considering users demands and perceived needs has the potential to benefit dental students and dental education directly.
Collapse
Affiliation(s)
- Paulina Poblete
- Escuela de Odontología, Facultad de Ciencias, Universidad Mayor, Chile
- Dundee Dental School, University of Dundee, Scotland DD1 4HR, UK;
- Correspondence: or
| | - Sean McAleer
- Centre for Medical Education, University of Dundee, Scotland DD2 4BF, UK;
| | - Andrew G Mason
- Dundee Dental School, University of Dundee, Scotland DD1 4HR, UK;
| |
Collapse
|
32
|
Rodríguez-López ES, Calvo-Moreno SO, Fernández-Pola EC, Fernández-Rodríguez T, Guodemar-Pérez J, Ruiz-López M. Learning musculoskeletal anatomy through new technologies: a randomized clinical trial. Rev Lat Am Enfermagem 2020; 28:e3281. [PMID: 32813780 PMCID: PMC7426145 DOI: 10.1590/1518-8345.3237.3281] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2019] [Accepted: 03/08/2020] [Indexed: 11/30/2022] Open
Abstract
Objective: to investigate the influence of the application of new methodologies on learning and the motivation of students of the Anatomy discipline. Method: randomized, longitudinal, prospective, intervention study. Sixty-two students were recruited to assess the impact of different methodologies. The sample was randomized to compare the results of teaching with a 3D atlas, ultrasound and the traditional method. The parameters were assessed through a satisfaction evaluation questionnaire and anatomical charts. Repeated measures ANOVA was used to determine statistical significance. Results: in terms of the usefulness of the seminars, 98.1% of the students considered them to be very positive or positive, stating that they had stimulated their interest in anatomy. The students who learned with the 3D atlas improved their understanding of anatomy (p=0.040). In general, the students improved their grades by around 20%. Conclusion: the traditional method combined with new technologies increases the interest of students in human anatomy and enables them to acquire skills and competencies during the learning process.
Collapse
|
33
|
Gnanasegaram JJ, Leung R, Beyea JA. Evaluating the effectiveness of learning ear anatomy using holographic models. J Otolaryngol Head Neck Surg 2020; 49:63. [PMID: 32814593 PMCID: PMC7439621 DOI: 10.1186/s40463-020-00458-x] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2020] [Accepted: 08/11/2020] [Indexed: 11/29/2022] Open
Abstract
Background Computer-assisted learning has been shown to be an effective means of teaching anatomy, with 3-D visualization technology more successfully improving participants’ factual and spatial knowledge in comparison to traditional methods. To date, however, the effectiveness of teaching ear anatomy using 3-D holographic technology has not been studied. The present study aimed to evaluate the feasibility and effectiveness of learning ear anatomy using a holographic (HG) anatomic model in comparison to didactic lecture (DL) and a computer module (CM). Methods A 3-D anatomic model of the middle and inner ear was created and displayed using presentation slides in a lecture, computer module, or via the Microsoft HoloLens. Twenty-nine medical students were randomized to one of the three interventions. All participants underwent assessment of baseline knowledge of ear anatomy. Immediately following each intervention, testing was repeated along with completion of a satisfaction survey. Results Baseline test scores did not differ across intervention groups. All groups showed an improvement in anatomic knowledge post-intervention (p < 0.001); the improvement was equal across all interventions (p = 0.06). Participants rated the interventions equally for delivery of factual content (p = 0.96), but rated the HG higher than the DL and CM for overall effectiveness, ability to convey spatial relationships, and for learner engagement and motivation (p < 0.001). Conclusions These results suggest that 3-D holographic technology is an effective method of teaching ear anatomy as compared to DLs and CMs. Furthermore, it is better at engaging and motivating learners compared to traditional methods, meriting its inclusion as a tool in undergraduate medical education curriculum.
Collapse
Affiliation(s)
| | - Regina Leung
- Queen's University School of Medicine, 15 Arch Street, Kingston, K7L 3N6, Canada
| | - Jason A Beyea
- Department of Otolaryngology, Kingston Health Sciences Centre, Queen's University, 144 Brock Street, Kingston, Ontario, K7L 5G2, Canada. .,IC/ES Adjunct Scientist IC/ES Queen's, Queen's University, Abramsky Hall, Room 208, 21 Arch Street, Kingston, K7L 3N6, Canada.
| |
Collapse
|
34
|
Birbara NS, Sammut C, Pather N. Virtual Reality in Anatomy: A Pilot Study Evaluating Different Delivery Modalities. ANATOMICAL SCIENCES EDUCATION 2020; 13:445-457. [PMID: 31587471 DOI: 10.1002/ase.1921] [Citation(s) in RCA: 23] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2018] [Revised: 08/26/2019] [Accepted: 09/24/2019] [Indexed: 05/19/2023]
Abstract
Technologies such as virtual reality are used in higher education to develop virtual learning resources (VLRs). These VLRs can be delivered in multiple modalities, from truly immersive involving wearable devices to less immersive modalities such as desktop. However, research investigating perceptions of VLRs in anatomy has mainly focused on a single delivery modality and a limited-demographic participant cohort, warranting a comparison of different modalities and a consideration of different cohorts. This pilot study aimed to compare perceptions of highly immersive and less immersive VLR deliveries among anatomy students and tutors and evaluate the impact of prior university experience on students' perceptions of VLRs. A skull anatomy VLR was developed using the Unity® gaming platform and participants were voluntarily recruited to assess highly immersive stereoscopic and less immersive desktop deliveries of the VLR. A validated survey tool was used to gather perceptions of both deliveries. Most participants agreed that both VLR deliveries were interesting and engaging and provided an immersive experience. Anatomy students perceived the stereoscopic delivery to be significantly more useful for understanding (P = 0.013), while anatomy tutors perceived the desktop delivery as more useful. A degree of physical discomfort and disorientation was reported by some participants for both deliveries, although to a greater extent for the stereoscopic delivery. The stereoscopic delivery was also found to be more mentally taxing than desktop delivery. These results suggest that desktop VLR delivery may minimize the risk of discomfort and disorientation associated with more immersive modalities while still providing a valuable learning experience.
Collapse
Affiliation(s)
- Nicolette S Birbara
- Department of Anatomy, School of Medical Sciences, Faculty of Medicine, The University of New South Wales, Sydney, New South Wales, Australia
| | - Claude Sammut
- Artificial Intelligence Research Group, School of Computer Science and Engineering, Faculty of Engineering, The University of New South Wales, Sydney, New South Wales, Australia
| | - Nalini Pather
- Department of Anatomy, School of Medical Sciences, Faculty of Medicine, The University of New South Wales, Sydney, New South Wales, Australia
| |
Collapse
|
35
|
Gao R, Liu J, Jing S, Mao W, He P, Liu B, Yang HD, Cao J. Developing a 3D animation tool to improve veterinary undergraduate understanding of obstetrical problems in horses. Vet Rec 2020; 187:e73. [PMID: 32471958 DOI: 10.1136/vr.105621] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2019] [Revised: 03/19/2020] [Accepted: 04/24/2020] [Indexed: 11/04/2022]
Abstract
BACKGROUND Many challenges are encountered in both teaching and learning veterinary obstetrics. This may be due to outdated teaching materials, as the main model of content transmission remains centred around text and images. METHODS Visualisation methods such as three-dimensional (3D) and Graphics Interchange Format (GIF) tools were applied in an attempt to improve obstetrics education outcomes in the third-year class. Traditional teaching methods were utilised in the fourth-year and fifth-year students. RESULTS These supplementary tools significantly increased the third-year students' final examination results compared with the results of fourth-year and fifth-year students (P<0.05). These examinations were designed to evaluate comprehension of the subject matter. Self-assessment questionnaire results further indicated that 3D animation and GIF promoted learning efficiency. CONCLUSION Incorporation of 3D animation learning tools into the veterinary curriculum is predicted to better prepare students for the management of obstetrical cases after graduation.
Collapse
Affiliation(s)
- Ruifeng Gao
- Laboratory of Veterinary Pharmacology, College of Veterinary Medicine, Inner Mongolia Agricultural University, Hohhot, China
| | - Jing Liu
- Department of Ultrasonic Medicine, Inner Mongolia People's Hospital, Hohhot, China
| | - Shangfei Jing
- Department of Hand and Foot Surgery, Second Affiliated Hospital, Inner Mongolia Medical University, Hohhot, China
| | - Wei Mao
- Laboratory of Veterinary Pharmacology, College of Veterinary Medicine, Inner Mongolia Agricultural University, Hohhot, China
| | - Pengfei He
- Laboratory of Veterinary Pharmacology, College of Veterinary Medicine, Inner Mongolia Agricultural University, Hohhot, China
| | - Bo Liu
- Laboratory of Veterinary Pharmacology, College of Veterinary Medicine, Inner Mongolia Agricultural University, Hohhot, China
| | - Hui-Di Yang
- Basic Medical School, Inner Mongolia Medical University, Hohhot, China
| | - Jinshan Cao
- Laboratory of Veterinary Pharmacology, College of Veterinary Medicine, Inner Mongolia Agricultural University, Hohhot, China
| |
Collapse
|
36
|
Wainman B, Pukas G, Wolak L, Mohanraj S, Lamb J, Norman GR. The Critical Role of Stereopsis in Virtual and Mixed Reality Learning Environments. ANATOMICAL SCIENCES EDUCATION 2020; 13:401-412. [PMID: 31665563 DOI: 10.1002/ase.1928] [Citation(s) in RCA: 49] [Impact Index Per Article: 12.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/16/2019] [Revised: 10/24/2019] [Accepted: 10/25/2019] [Indexed: 05/26/2023]
Abstract
Anatomy education has been revolutionized through digital media, resulting in major advances in realism, portability, scalability, and user satisfaction. However, while such approaches may well be more portable, realistic, or satisfying than traditional photographic presentations, it is less clear that they have any superiority in terms of student learning. In this study, it was hypothesized that virtual and mixed reality presentations of pelvic anatomy will have an advantage over two-dimensional (2D) presentations and perform approximately equal to physical models and that this advantage over 2D presentations will be reduced when stereopsis is decreased by covering the non-dominant eye. Groups of 20 undergraduate students learned pelvic anatomy under seven conditions: physical model with and without stereo vision, mixed reality with and without stereo vision, virtual reality with and without stereo vision, and key views on a computer monitor. All were tested with a cadaveric pelvis and a 15-item, short-answer recognition test. Compared to the key views, the physical model had a 70% increase in accuracy in structure identification; the virtual reality a 25% increase, and the mixed reality a non-significant 2.5% change. Blocking stereopsis reduced performance on the physical model by 15%, on virtual reality by 60%, but by only 2.5% on the mixed reality technology. The data show that virtual and mixed reality technologies tested are inferior to physical models and that true stereopsis is critical in learning anatomy.
Collapse
Affiliation(s)
- Bruce Wainman
- Department of Pathology and Molecular Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Giancarlo Pukas
- Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada
| | - Liliana Wolak
- Department of Anatomy and Cell Biology, Western University, London, Ontario, Canada
| | - Sylvia Mohanraj
- Department of Pathology and Molecular Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Jason Lamb
- Department of Health Research Methods, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Geoffrey R Norman
- Department of Health Research Methods, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| |
Collapse
|
37
|
Three-Dimensional Microscopic Surgical Videos: A Novel and Low-cost System. World Neurosurg 2019; 132:188-196. [DOI: 10.1016/j.wneu.2019.08.139] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2019] [Revised: 08/17/2019] [Accepted: 08/22/2019] [Indexed: 11/23/2022]
|
38
|
Hasenstein T, Patel KP, Moore JL, Meyr AJ. Printed 3-Dimensional Computed Tomography Scanned Ankle Fractures as an Educational Instrument. J Foot Ankle Surg 2019; 58:1081-1084. [PMID: 31562066 DOI: 10.1053/j.jfas.2018.08.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/21/2017] [Indexed: 02/03/2023]
Abstract
The evaluation of and treatment protocols for ankle fractures represents an important aspect of the education of podiatric medical students. The objective of this investigation was to examine the feasibility of and student satisfaction with using 3-dimensional (3D) printed bone models representative of the Lauge-Hansen classification. The computed tomography scans of subjects with actual rotational ankle fractures representative of the Lauge-Hansen classification were identified and extracted into a format compatible with a 3D printer. The models were approximately 20 cm in height and made of acrylonitrile butadiene styrene plastic in ivory color. These were subsequently implemented into the curriculum of a traumatology course with third year podiatric medical students in the form of a hands-on workshop. Students expressed high levels of satisfaction with the use of these models, and most recommended their continued implementation within the curriculum. The results of this investigation indicate that 3D technology within podiatric medical education is feasible with high levels of student satisfaction.
Collapse
Affiliation(s)
- Todd Hasenstein
- Resident, Temple University Hospital Podiatric Surgical Residency Program, Philadelphia, PA.
| | - Kevin P Patel
- Resident, Temple University Hospital Podiatric Surgical Residency Program, Philadelphia, PA.
| | - Joshua L Moore
- Assistant Dean of Educational Affairs, Temple University School of Podiatric Medicine, Philadelphia, PA; Clinical Associate Professor, Department of Podiatric Surgery, Temple University School of Podiatric Medicine, Philadelphia, PA.
| | - Andrew J Meyr
- Clinical Associate Professor, Department of Podiatric Surgery, Temple University School of Podiatric Medicine, Philadelphia, PA.
| |
Collapse
|
39
|
Tomlinson SB, Hendricks BK, Cohen-Gadol A. Immersive Three-Dimensional Modeling and Virtual Reality for Enhanced Visualization of Operative Neurosurgical Anatomy. World Neurosurg 2019; 131:313-320. [DOI: 10.1016/j.wneu.2019.06.081] [Citation(s) in RCA: 23] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2019] [Accepted: 06/07/2019] [Indexed: 01/17/2023]
|
40
|
Grigorenko EL. Creativity in Digital Reality / Creatividad en la realidad digital. STUDIES IN PSYCHOLOGY 2019. [DOI: 10.1080/02109395.2019.1660122] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022] Open
Affiliation(s)
- Elena L. Grigorenko
- Baylor College of Medicine; University of Houston; Yale University; Moscow State University for Psychology and Education; St Petersburg State University
| |
Collapse
|
41
|
Barmaki R, Yu K, Pearlman R, Shingles R, Bork F, Osgood GM, Navab N. Enhancement of Anatomical Education Using Augmented Reality: An Empirical Study of Body Painting. ANATOMICAL SCIENCES EDUCATION 2019; 12:599-609. [PMID: 30648818 DOI: 10.1002/ase.1858] [Citation(s) in RCA: 37] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/23/2017] [Revised: 12/03/2018] [Accepted: 12/31/2018] [Indexed: 05/09/2023]
Abstract
Students in undergraduate premedical anatomy courses may experience suboptimal and superficial learning experiences due to large class sizes, passive lecture styles, and difficult-to-master concepts. This study introduces an innovative, hands-on activity for human musculoskeletal system education with the aim of improving students' level of engagement and knowledge retention. In this study, a collaborative learning intervention using the REFLECT (augmented reality for learning clinical anatomy) system is presented. The system uses the augmented reality magic mirror paradigm to superimpose anatomical visualizations over the user's body in a large display, creating the impression that she sees the relevant anatomic illustrations inside her own body. The efficacy of this proposed system was evaluated in a large-scale controlled study, using a team-based muscle painting activity among undergraduate premedical students (n = 288) at the Johns Hopkins University. The baseline knowledge and post-intervention knowledge of the students were measured before and after the painting activity according to their assigned groups in the study. The results from knowledge tests and additional collected data demonstrate that the proposed interactive system enhanced learning of the musculoskeletal system with improved knowledge retention (F(10,133) = 3.14, P < 0.001), increased time on task (F(1,275) = 5.70, P < 0.01), and a high level of engagement (F(9,273) = 8.28, P < 0.0001). The proposed REFLECT system will be of benefit as a complementary anatomy learning tool for students.
Collapse
Affiliation(s)
- Roghayeh Barmaki
- Department of Computer and Information Sciences, College of Engineering, University of Delaware, Newark, Delaware
| | - Kevin Yu
- Laboratory of Computational Sensing and Robotics, Whiting School of Engineering, Johns Hopkins University, Baltimore, Maryland
| | - Rebecca Pearlman
- Department of Biology, Krieger School of Arts and Sciences, Johns Hopkins University, Baltimore, Maryland
| | - Richard Shingles
- Department of Biology, Krieger School of Arts and Sciences, Johns Hopkins University, Baltimore, Maryland
| | - Felix Bork
- Chair for Computer Aided Medical Procedures and Augmented Reality, Department of Informatics, Technical University of Munich, Munich, Germany
| | - Greg M Osgood
- Department of Orthopaedic Surgery, School of Medicine, Johns Hopkins University, Baltimore, Maryland
| | - Nassir Navab
- Laboratory of Computational Sensing and Robotics, Whiting School of Engineering, Johns Hopkins University, Baltimore, Maryland
- Chair for Computer Aided Medical Procedures and Augmented Reality, Department of Informatics, Technical University of Munich, Munich, Germany
| |
Collapse
|
42
|
Construction Hazard Investigation Leveraging Object Anatomization on an Augmented Photoreality Platform. APPLIED SCIENCES-BASEL 2019. [DOI: 10.3390/app9214477] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Abstract
Hazard investigation education plays a crucial role in equipping students with adequate knowledge and skills to avoid or eliminate construction hazards at workplaces. With the emergence of various visualization technologies, virtual photoreality as well as 3D virtual reality have been adopted and proved advantageous to various educational disciplines. Despite the significant benefits of providing an engaging and immersive learning environment to promote construction education, recent research has also pointed out that virtual photoreality lacks a 3D object anatomization tools to support learning, while 3D-virtual reality cannot provide a real-world environment. In recent years, research efforts have studied virtual reality applications separately, and there is a lack of research integrating these technologies to overcome limitations and maximize advantages for enhancing learning outcomes. In this regard, the paper develops a construction hazard investigation system leveraging object anatomization on an Interactive Augmented Photoreality platform (iAPR). The proposed iAPR system integrates virtual photoreality with 3D-virtual reality. The iAPR consists of three key learning modules, namely Hazard Understanding Module (HUM), Hazard Recognition Module (HRM), and Safety Performance Module (SPM), which adopt the revised Bloom’s taxonomy theory. A prototype is developed and evaluated objectively through interactive system trials with educators, construction professionals, and learners. The findings demonstrate that the iAPR platform has significant pedagogic methods to improve learner’s construction hazard investigation knowledge and skills, which improve safety performance.
Collapse
|
43
|
Malone ER, Bingham G, Seo JH, Pine MD. Student perceived impact of a physical, kinetic and interactive model. J Vis Commun Med 2019; 42:182-194. [PMID: 31599181 DOI: 10.1080/17453054.2019.1662281] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Current instructional tools for anatomy education are insufficient scaffolds for learning abstract visual concepts such as basic biomechanics. Diagrams, illustrations and even computer-generated models may be adequate for identification purposes, but are typically not effective when it comes to demonstrating dynamic functions. Evidence from educational concepts, such as the active learning principle in constructivism, indicate that current tools are ineffective due to a lack of opportunity for hands-on or interactive, learning. To address this, our interdisciplinary team designed an instructional model of the canine thoracic limb which is physical, kinetic and interactive. We hypothesised that the unique combination of these three crucial elements would enhance the student learning experience. In order to test this hypothesis, we asked 126 undergraduate students in a biomedical anatomy course to interact with the model. Students were then invited to complete a survey evaluating their experience using the thoracic limb model. Results from completed surveys showed that students perceived the model as easy to use and helpful with understanding basic biomechanical concepts. These results indicate that there is potential for the model to positively impact the students' learning. Future studies will include quantitative evaluation of student performance and cognitive impact in the biomedical anatomy course.
Collapse
Affiliation(s)
- Erica Reneé Malone
- Department of Veterinary Integrative Biosciences, College of Veterinary Medicine and Biomedical Sciences, Texas A&M University, College Station, TX, USA
| | - Glenda Bingham
- Department of Veterinary Integrative Biosciences, College of Veterinary Medicine and Biomedical Sciences, Texas A&M University, College Station, TX, USA
| | - Jinsil Hwaryoung Seo
- Department of Visualizations, College of Architecture, Texas A&M University, College Station, TX, USA
| | - Michelle D Pine
- Department of Veterinary Integrative Biosciences, College of Veterinary Medicine and Biomedical Sciences, Texas A&M University, College Station, TX, USA
| |
Collapse
|
44
|
Jamil Z, Saeed AA, Madhani S, Baig S, Cheema Z, Fatima SS. Three-dimensional Visualization Software Assists Learning in Students with Diverse Spatial Intelligence in Medical Education. ANATOMICAL SCIENCES EDUCATION 2019; 12:550-560. [PMID: 30376698 DOI: 10.1002/ase.1828] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2018] [Revised: 08/07/2018] [Accepted: 08/08/2018] [Indexed: 06/08/2023]
Abstract
This study evaluated effect of mental rotation (MR) training on learning outcomes and explored effectiveness of teaching via three-dimensional (3D) software among medical students with diverse spatial intelligence. Data from n = 67 student volunteers were included. A preliminary test was conducted to obtain baseline level of MR competency and was utilized to assign participants to two experimental conditions, i.e., trained group (n = 25) and untrained group (n = 42). Data on the effectiveness of training were collected to measure participants' speed and accuracy in performing various MR activities. Six weeks later, a large class format (LCF) session was conducted for all students using 3D software. The usefulness of technology-assisted learning at the LCF was evaluated via a pre- and post-test. Students' feedback regarding MR training and use of 3D software was acquired through questionnaires. MR scores of the trainees improved from 25.9±4.6 points to 28.1±4.4 (P = 0.011) while time taken to complete the tasks reduced from 20.9±3.9 to 12.2±4.4 minutes. Males scored higher than females in all components (P = 0.016). Further, higher pre- and post-test scores were observed in trained (9.0±1.9 and 12.3±1.6) versus untrained group (7.8±1.8; 10.8±1.8). Although mixed-design analysis of variance suggested significant difference in their test scores (P < 0.001), both groups reported similar trend in improvement by means of 3D software (P = 0.54). Ninety-seven percent of students reported technology-assisted learning as an effective means of instruction and found use of 3D software superior to plastic models. Software based on 3D technologies could be adopted as an effective teaching pedagogy to support learning across students with diverse levels of mental rotation abilities.
Collapse
Affiliation(s)
- Zehra Jamil
- Department of Biological and Biomedical Sciences, The Aga Khan University, Karachi, Pakistan
| | - Amna A Saeed
- Medical College, The Aga Khan University, Karachi, Pakistan
| | - Sarosh Madhani
- Medical College, The Aga Khan University, Karachi, Pakistan
| | - Safia Baig
- Medical College, The Aga Khan University, Karachi, Pakistan
| | - Zahra Cheema
- Medical College, The Aga Khan University, Karachi, Pakistan
| | - Syeda Sadia Fatima
- Department of Biological and Biomedical Sciences, The Aga Khan University, Karachi, Pakistan
| |
Collapse
|
45
|
Chang Chan AYC, Custers EJFM, van Leeuwen MS, Bleys RLAW, Ten Cate O. Does an Additional Online Anatomy Course Improve Performance of Medical Students on Gross Anatomy Examinations? MEDICAL SCIENCE EDUCATOR 2019; 29:697-707. [PMID: 34457534 PMCID: PMC8368335 DOI: 10.1007/s40670-019-00751-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
AIM An online learning course in anatomy was added to the regular academic anatomy course in the 2nd year of medicine at UNAN-Leon in Nicaragua, using the MOODLE platform. This study aims to determine the learning effect of this course. METHOD Second-year medical students were randomly allocated to an experimental (N = 25) and control group (N = 50). Only the experimental group had access to the online learning module. We compared the performance of the experimental and the control group on both regular anatomy assessment and an objective structured practical exam (OSPE). Additionally, five focus groups were interviewed to learn about their experiences of the expanded course. RESULTS Of students in the experimental group 94.1% and 81.6% of students in the control group took the OSPE. The experimental group significantly outperformed the control group (41.1 ± 19.3 points vs. 32.1 ± 23.1 points) on the OSPE. No differences between the two groups were found on the regular anatomy examination. Focus group interviews revealed students' opinions about the online course were generally positive. CONCLUSION In general, the addition of an online course to the regular course was beneficial. The results of the qualitative evaluation of this intervention provides us with input about how to teach and evaluate the anatomy course and how to further improve the online course to enhance anatomy learning.
Collapse
Affiliation(s)
- Ana Yoe-Cheng Chang Chan
- Department of Morphological Sciences, Faculty of Medical Sciences, National Autonomous University of Leon (UNAN-Leon), Leon, Nicaragua
| | - Eugene J F M Custers
- Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, The Netherlands
| | | | - Ronald L A W Bleys
- Department of Anatomy, University Medical Center Utrecht, Utrecht, The Netherlands
| | - Olle Ten Cate
- Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, The Netherlands
| |
Collapse
|
46
|
Creating a 3D Learning Tool for the Growth and Development of the Craniofacial Skeleton. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2019. [PMID: 31313258 DOI: 10.1007/978-3-030-14227-8_5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register]
Abstract
Advances in technology are facilitating wider access to delicate, and often irreplaceable, anatomy specimens for teaching. Moreover, 3-dimensional (3D) models and interactive applications may help students to understand the spatial arrangement of complex 3D anatomical structures in a way not afforded by the 2-dimensional (2D) textbook images of traditional teaching.Historical specimens from the University of Glasgow's Museum of Anatomy were digitised for the creation of a 3D learning tool to help students better understand the growth and development of the juvenile skull. The overarching goal of this project was to assess whether interactive 3D applications can provide a useful tool for teaching more complex, non-static, anatomy subjects such as growth and development.The application received positive feedback from the small test group of 12 anatomy students. The majority of participants strongly agreed that the application helped them learn more about the human skull and they positively rated the use of 3D models in helping them learn about the position and structure of anatomical features, and in comparing skulls at different stages of development. Following on from this positive feedback, further tests could be conducted to assess if this 3D application confers an advantage in student learning over traditional teaching methods.
Collapse
|
47
|
Rutty J, Biggs M, Dowsett D, Kitchener A, Coltman N, Rutty G. Post mortem computed tomography: An innovative tool for teaching anatomy within pre-registration nursing curricula. NURSE EDUCATION TODAY 2019; 76:154-164. [PMID: 30784844 DOI: 10.1016/j.nedt.2019.02.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2018] [Revised: 12/31/2018] [Accepted: 02/01/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND There is significant change throughout the world regarding Post Mortem Computed Tomography (PMCT) as an adjunct or a replacement to the traditional invasive autopsy. Of interest, is the ability to demonstrate visually two and three dimensional normal soft tissue, organ and skeletal anatomy, as well as natural disease and trauma pathology. OBJECTIVES The objective was to compare formal traditional methods of teaching anatomy and pathology (pictures and diagrams) to pre-registration student nurses with supplementary PMCT 2/3D generated images, videos and printed anatomical models. The specific objective was to determine if these tools would increase the students' perception of their understanding and learning experience of the subject area. DESIGN A quasi-experimental within-subject design was chosen. SETTING A School of Nursing and Midwifery within a Higher Education Institution in the UK. PARTICIPANTS Purposeful sampling of 57 voluntary informed consented pre-registration student nurses. METHOD Students were initially exposed to teaching of normal anatomy and common fractures using traditional methods. Data was then collected following the teaching session using a questionnaire entailing both quantitative and qualitative elements. The teaching session was then repeated with the same students but with the inclusion of PMCT of all the same normal anatomy and fractures. Data was then collected again using the same questionnaire. Both questionnaires were then compared. RESULTS The quantitative findings proved highly significantly proving (p <0.01) that the inclusion of Post Mortem Computed Tomography when teaching normal anatomy and pathology increases pre-registration nursing students' perception of their understanding and learning experience. The qualitative results revealed three positive themes concerning visual learning, realism and patient empathy. CONCLUSION Including Post Mortem Computed Tomography imagery enables nurse academics to provide students with a virtual tour of the human body and a rich, authentic learning experience of a real individual who experienced a relevant clinical scenario that nurses are likely to encounter in their careers.
Collapse
Affiliation(s)
- Jane Rutty
- Faculty of Health and Life Sciences, De Montfort University, Edith Murphy Building, The Gateway, Leicester LE1 9BH, UK.
| | - Mike Biggs
- East Midlands Forensic Pathology Unit, University of Leicester, Robert Kilpatrick Building, Leicester Royal Infirmary, Leicester LE2 7LX, UK.
| | - Deborah Dowsett
- The Leicester School of Nursing and Midwifery, Faculty of Health and Life Sciences, De Montfort University, Edith Murphy Building, The Gateway, Leicester LE1 9BH, UK.
| | - Ant Kitchener
- The Leicester School of Nursing and Midwifery, Faculty of Health and Life Sciences, De Montfort University, Edith Murphy Building, The Gateway, Leicester LE1 9BH, UK.
| | - Natalie Coltman
- The Leicester School of Nursing and Midwifery, Faculty of Health and Life Sciences, De Montfort University, Edith Murphy Building, The Gateway, Leicester LE1 9BH, UK.
| | - Guy Rutty
- East Midlands Forensic Pathology Unit, University of Leicester, Robert Kilpatrick Building, Leicester Royal Infirmary, Leicester LE2 7LX, UK.
| |
Collapse
|
48
|
Evaluation of the Applicability of 3d Models as Perceived by the Students of Health Sciences. J Med Syst 2019; 43:108. [PMID: 30887131 DOI: 10.1007/s10916-019-1238-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2019] [Accepted: 03/06/2019] [Indexed: 10/27/2022]
Abstract
The methodology and style of teaching anatomy in the faculties of Health Sciences is evolving due to the changes being introduced as a result of the application of new technologies. This brings a more positive attitude in the students, enabling an active participation during the lessons. One of these new technologies is the creation of 3D models that reliably recreates the anatomical details of real bone pieces and allow access of anatomy students to bone pieces that are not damaged and possess easily identifiable anatomical details. In our work, we have presented previously created 3D models of skull and jaw to the students of anatomy in the Faculties of Health Sciences of the University of Salamanca, Spain. The faculties included were odontology, medicine, occupational therapy nursing, health sciences and physiotherapy. A survey was carried out to assess the usefulness of these 3D models in the practical study of anatomy. The total number of students included in the survey was 280.The analysis of the results presents a positive evaluation about the use of 3D models by the students studying anatomy in different Faculties of Health Sciences.
Collapse
|
49
|
Volpe N, Dall'Asta A, Schera GBL, Di Pasquo E, Frusca T, Ghi T. Impact of fetal brain ultrasound tutor smartphone application on normal anatomy learning. Prenat Diagn 2019; 39:303-307. [PMID: 30698846 DOI: 10.1002/pd.5426] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2018] [Revised: 01/15/2019] [Accepted: 01/21/2019] [Indexed: 11/07/2022]
Abstract
OBJECTIVE The "Fetal Brain Tutor 4us" (FBTApp) is a recently developed application for interactive multiplanar navigation through the normal fetal brain. The purpose of this work was to assess its impact on normal anatomy learning. METHODS A multiple-choice quiz (MCQ) was administered to first-year resident doctors in Obstetrics and Gynecology in two separate sessions, before and 2 weeks after downloading the FBTApp. For each MCQ, the junior trainee was asked to use one out of five items to label a specific cerebral structure on an ultrasound image of a normal midtrimester fetal brain. Six sonographic images of the fetal brain on each of the three scanning planes (axial, sagittal, and coronal) were shown to the participants at either session. The results of the two sessions were analysed and compared. RESULTS Overall, 216 questions were administered to the trainees in the 2-week study, 108 before and 108 after the use of the FBTApp. From the first to the second sessions, a significant increase of correct answers was noted (from 47/108 or 43% to 77/108 or 71%, P < 0.01). Particularly, a better improvement was obtained in the correct labelling of cerebral structures on the nonaxial (from 32% to 67%, +35%) vs axial (from 67% to 81%, +14%) view planes of the brain (P < 0.01). CONCLUSION The use of FBTApp seems capable to improve the knowledge of the normal fetal brain anatomy in subjects naive to dedicated prenatal ultrasound. This improvement seems greater on nonaxial planes.
Collapse
MESH Headings
- Anatomy, Cross-Sectional/education
- Anatomy, Cross-Sectional/instrumentation
- Anatomy, Cross-Sectional/methods
- Anatomy, Regional/education
- Anatomy, Regional/instrumentation
- Anatomy, Regional/methods
- Brain/anatomy & histology
- Brain/diagnostic imaging
- Echoencephalography/instrumentation
- Echoencephalography/methods
- Education, Medical, Graduate/methods
- Educational Measurement/methods
- Female
- Fetus/anatomy & histology
- Fetus/diagnostic imaging
- Humans
- Imaging, Three-Dimensional
- Mobile Applications
- Obstetrics/education
- Pregnancy
- Smartphone
- Software
- Surveys and Questionnaires
- Ultrasonography, Prenatal/instrumentation
- Ultrasonography, Prenatal/methods
Collapse
Affiliation(s)
- Nicola Volpe
- Department of Medicine and Surgery, Unit of Surgical Sciences, Obstetrics and Gynecology, University of Parma, Parma, Italy
| | - Andrea Dall'Asta
- Department of Medicine and Surgery, Unit of Surgical Sciences, Obstetrics and Gynecology, University of Parma, Parma, Italy
| | - Giovanni Battista Luca Schera
- Department of Medicine and Surgery, Unit of Surgical Sciences, Obstetrics and Gynecology, University of Parma, Parma, Italy
| | - Elvira Di Pasquo
- Department of Medicine and Surgery, Unit of Surgical Sciences, Obstetrics and Gynecology, University of Parma, Parma, Italy
| | - Tiziana Frusca
- Department of Medicine and Surgery, Unit of Surgical Sciences, Obstetrics and Gynecology, University of Parma, Parma, Italy
| | - Tullio Ghi
- Department of Medicine and Surgery, Unit of Surgical Sciences, Obstetrics and Gynecology, University of Parma, Parma, Italy
| |
Collapse
|
50
|
Use of social media in anatomy education: A narrative review of the literature. Ann Anat 2019; 221:165-172. [DOI: 10.1016/j.aanat.2018.10.004] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2018] [Revised: 08/22/2018] [Accepted: 10/04/2018] [Indexed: 11/20/2022]
|