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Wang D, Huai B, Ma X, Jin B, Wang Y, Chen M, Sang J, Liu R. Application of artificial intelligence-assisted image diagnosis software based on volume data reconstruction technique in medical imaging practice teaching. BMC MEDICAL EDUCATION 2024; 24:405. [PMID: 38605345 PMCID: PMC11010354 DOI: 10.1186/s12909-024-05382-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/05/2023] [Accepted: 04/02/2024] [Indexed: 04/13/2024]
Abstract
BACKGROUND In medical imaging courses, due to the complexity of anatomical relationships, limited number of practical course hours and instructors, how to improve the teaching quality of practical skills and self-directed learning ability has always been a challenge for higher medical education. Artificial intelligence-assisted diagnostic (AISD) software based on volume data reconstruction (VDR) technique is gradually entering radiology. It converts two-dimensional images into three-dimensional images, and AI can assist in image diagnosis. However, the application of artificial intelligence in medical education is still in its early stages. The purpose of this study is to explore the application value of AISD software based on VDR technique in medical imaging practical teaching, and to provide a basis for improving medical imaging practical teaching. METHODS Totally 41 students majoring in clinical medicine in 2017 were enrolled as the experiment group. AISD software based on VDR was used in practical teaching of medical imaging to display 3D images and mark lesions with AISD. Then annotations were provided and diagnostic suggestions were given. Also 43 students majoring in clinical medicine from 2016 were chosen as the control group, who were taught with the conventional film and multimedia teaching methods. The exam results and evaluation scales were compared statistically between groups. RESULTS The total skill scores of the test group were significantly higher compared with the control group (84.51 ± 3.81 vs. 80.67 ± 5.43). The scores of computed tomography (CT) diagnosis (49.93 ± 3.59 vs. 46.60 ± 4.89) and magnetic resonance (MR) diagnosis (17.41 ± 1.00 vs. 16.93 ± 1.14) of the experiment group were both significantly higher. The scores of academic self-efficacy (82.17 ± 4.67) and self-directed learning ability (235.56 ± 13.50) of the group were significantly higher compared with the control group (78.93 ± 6.29, 226.35 ± 13.90). CONCLUSIONS Applying AISD software based on VDR to medical imaging practice teaching can enable students to timely obtain AI annotated lesion information and 3D images, which may help improve their image reading skills and enhance their academic self-efficacy and self-directed learning abilities.
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Affiliation(s)
- DongXu Wang
- Department of Medical Imaging, Second Affiliated Hospital of Qiqihar Medical University, 37 West Zhonghua Road, Qiqihar, Heilongjiang, 161006, China.
| | - BingCheng Huai
- Department of Medical Imaging, Second Affiliated Hospital of Qiqihar Medical University, 37 West Zhonghua Road, Qiqihar, Heilongjiang, 161006, China
| | - Xing Ma
- Center for Higher Education Research and Teaching Quality Evaluation, Harbin Medical University, Harbin, Heilongjiang, 150000, China
| | - BaiMing Jin
- School of Public Health, Qiqihar Medical University, 333 BuKui North Street, Qiqihar, Heilongjiang, 161006, China
| | - YuGuang Wang
- Department of Medical Imaging, Second Affiliated Hospital of Qiqihar Medical University, 37 West Zhonghua Road, Qiqihar, Heilongjiang, 161006, China
| | - MengYu Chen
- Academic Affairs Section, Second Affiliated Hospital of Qiqihar Medical University, 37 West Zhonghua Road, Qiqihar, Heilongjiang, 161006, China
| | - JunZhi Sang
- Department of Medical Imaging, Second Affiliated Hospital of Qiqihar Medical University, 37 West Zhonghua Road, Qiqihar, Heilongjiang, 161006, China
| | - RuiNan Liu
- Department of Medical Imaging, Second Affiliated Hospital of Qiqihar Medical University, 37 West Zhonghua Road, Qiqihar, Heilongjiang, 161006, China
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Renna JM, Sondereker KB, Cors CL, Chaszeyka SN, Keenan KN, Corigliano MR, Milgrom LA, Onyak JR, Hamad EJ, Stabio ME. From 2D slices to a 3D model: Training students in digital microanatomy analysis techniques through a 3D printed neuron project. ANATOMICAL SCIENCES EDUCATION 2024; 17:499-505. [PMID: 38379173 DOI: 10.1002/ase.2396] [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: 01/24/2023] [Revised: 01/19/2024] [Accepted: 01/23/2024] [Indexed: 02/22/2024]
Abstract
The reconstruction of two-dimensional (2D) slices to three-dimensional (3D) digital anatomical models requires technical skills and software that are becoming increasingly important to the modern anatomist, but these skills are rarely taught in undergraduate science classrooms. Furthermore, learning opportunities that allow students to simultaneously explore anatomy in both 2D and 3D space are increasingly valuable. This report describes a novel learning activity that trains students to digitally trace a serially imaged neuron from a confocal stack and to model that neuron in 3D space for 3D printing. By engaging students in the production of a 3D digital model, this learning activity is designed to provide students a novel way to enhance their understanding of the content, including didactic knowledge of neuron morphology, technical research skills in image analysis, and career exploration of neuroanatomy research. Moreover, students engage with microanatomy in a way that starts in 2D but results in a 3D object they can see, touch, and keep. This discursive article presents the learning activity, including videos, instructional guides, and learning objectives designed to engage students on all six levels of Bloom's Taxonomy. Furthermore, this work is a proof of principle modeling workflow that is approachable, inexpensive, achievable, and adaptable to cell types in other organ systems. This work is designed to motivate the expansion of 3D printing technology into microanatomy and neuroanatomy education.
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Affiliation(s)
- Jordan M Renna
- Department of Biology, University of Akron, Akron, Ohio, USA
| | | | | | | | - Kristin N Keenan
- Department of Biology, University of Akron, Akron, Ohio, USA
- Lake Erie College of Osteopathic Medicine, Erie, Pennsylvania, USA
| | - Michael R Corigliano
- Modern Human Anatomy Program, Department of Cell and Developmental Biology, University of Colorado School of Medicine, Aurora, Colorado, USA
| | - Lindsey A Milgrom
- Modern Human Anatomy Program, Department of Cell and Developmental Biology, University of Colorado School of Medicine, Aurora, Colorado, USA
| | - Jessica R Onyak
- Department of Biology, University of Akron, Akron, Ohio, USA
| | - Edward J Hamad
- Department of Biology, University of Akron, Akron, Ohio, USA
| | - Maureen E Stabio
- Modern Human Anatomy Program, Department of Cell and Developmental Biology, University of Colorado School of Medicine, Aurora, Colorado, USA
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Van Vlasselaer N, Keelson B, Scafoglieri A, Cattrysse E. Exploring reliable photogrammetry techniques for 3D modeling in anatomical research and education. ANATOMICAL SCIENCES EDUCATION 2024; 17:674-682. [PMID: 38317582 DOI: 10.1002/ase.2391] [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: 10/26/2023] [Revised: 01/18/2024] [Accepted: 01/26/2024] [Indexed: 02/07/2024]
Abstract
In anatomical research and education, three-dimensional visualization of anatomical structures is crucial for understanding spatial relationships in diagnostics, surgical planning, and teaching. While computed tomography (CT) and magnetic resonance imaging (MRI) offer valuable insights, they are often expensive and require specialized resources. This study explores photogrammetry as an affordable and accessible approach for 3D modeling in anatomical contexts. Two photogrammetry methods were compared: conventional open-source software (Colmap) and Apple's RealityKit Object Capture. Human C3 vertebrae were imaged with a 24 MP camera, with and without a cross-polarization filter. Reconstruction times, vertex distances, surface area, and volume measurements were compared to CT scans. Results revealed that the Object Capture method surpassed the conventional approach in reconstruction speed and user-friendliness. Both methods exhibited similar vertex distance from reference mesh and volume measurements, although the conventional approach produced larger surface areas compared to CT-based models. Cross-polarization filters eliminated the need for pre-processing and improved outcomes in challenging lighting conditions. This study demonstrates that photogrammetry, especially Object Capture, as a reliable and time-efficient tool for 3D modeling in anatomical research and education. It offers accessible alternatives to traditional techniques with advantages in texture mapping. While further validation of various anatomical structures is required, the accessibility and cost-effectiveness of photogrammetry make it a valuable asset for the field. In summary, photogrammetry would have the potential to revolutionize anatomical research and education by providing cost-effective, accessible, and accurate 3D modeling. The study underscores the promise of advancing anatomical research and education through the integration of photogrammetry with ongoing improvements in user-friendliness and accessibility.
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Affiliation(s)
- Nicolas Van Vlasselaer
- Department of Experimental Anatomy (EXAN), Vrije Universiteit Brussel (VUB), Brussels, Belgium
| | - Benyameen Keelson
- Department of Radiology, Universitair Ziekenhuis Brussels (UZB), Brussels, Belgium
- Department of Electronics and Informatics (ETRO), Vrije Universiteit Brussel (VUB), Brussels, Belgium
| | - Aldo Scafoglieri
- Department of Experimental Anatomy (EXAN), Vrije Universiteit Brussel (VUB), Brussels, Belgium
| | - Erik Cattrysse
- Department of Experimental Anatomy (EXAN), Vrije Universiteit Brussel (VUB), Brussels, Belgium
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Delafontaine A, Saiydoun G, Frigout J, Fabeck L, Degrenne O, Sarhan FR. Pedagogical impact of integration of musculoskeletal anatomy blended learning on physiotherapy education. Front Med (Lausanne) 2023; 10:1260416. [PMID: 37915328 PMCID: PMC10617513 DOI: 10.3389/fmed.2023.1260416] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 09/25/2023] [Indexed: 11/03/2023] Open
Abstract
Background In physiotherapy education, blended learning is recognized to be more effective compared to traditional teaching. The aim of this study was to assess the consequences of a musculoskeletal anatomy blended learning program on skills developed by students. Methods We conducted an observational retrospective monocentric study in a French physiotherapy school named "X." Ninety-two first-year students in the 2017-18 baseline group (students with traditional face-to-face learning), and ninety-eight first-year students and ninety-five second-year students in the 2018-19 and 2019-20 blended learning experimental groups was included. A success rate of the anatomy final written exam, defined by the percentage of students scoring 50% or above, was analyzed between 2017 and 2020. We also evaluated the pedagogical value of musculoskeletal e-learning and its usefulness for preparing the student for their anatomy final written exam at «X». Results We observed an improvement in the success rate of the anatomy final written exam between the 2017-18 baseline group, 2018-19 and 2019-2020 experimental groups during first (Kruskal-Wallis = 74.06, df = 2, p < 0.001) and second semester (Kruskal-Wallis = 173.6, df = 2, p < 0.001). We obtained a data survey and questionnaire response rate of 74% (n = 89/120) for the 2018-19 and 62% (n = 72/116) for the 2019-20 experimental groups. Concerning questionnaire response, they were no significant statistical difference between 2018-19 and 2019-20 experimental groups. Conclusion Blended learning could improve student success rate of the anatomy final written exam and learning of professional physiotherapy skills.
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Affiliation(s)
- Arnaud Delafontaine
- Université Libre de Bruxelles, Brussels, Belgium
- CIAMS, Univ. Paris-Sud., Université Paris-Saclay, Orsay, France
- CIAMS, Université d’Orléans, Orléans, France
- ASSAS, Ecole de Rééducation, Département international et Recherche, Villa Thoréton, Paris, France
| | - Gabriel Saiydoun
- Unisurg, Paris, France
- Department of Cardiac Surgery, Henri Mondor University Hospital, Créteil, France
- Créteil, UFR Médecine-Pharmacie, University of Paris-Est Créteil, Créteil, France
- Biomedicale, IMRB, Inserm, Institut Mondor de Recherche Biomédicale, Faculté de Santé de Créteil, Institut Mondor de Recherche Biomédicale, Creteil, France
- Department of Cardiovascular and Thoracic Surgery, Pitié-Salpêtrière University Hospital, Assistance Publique-Hôpitaux de Paris-Sorbonne University, Paris, France
| | - Jérôme Frigout
- I3SP Laboratory, Department of Sports Science and Physical Education, Université de Paris Descartes, Paris, France
| | | | | | - François-Régis Sarhan
- Physiotherapy School, Centre Hospitalier Universitaire Amiens – Picardie, Amiens, France
- UR CHIMERE, Université de Picardie Jules Verne, Amiens, France
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Holuszko OM, Abdulcadir J, Abbott D, Clancy J. Health Care Providers' Readiness to Adopt an Interactive 3D Web App in Consultations About Female Genital Mutilation/Cutting: Qualitative Evaluation of a Prototype. JMIR Form Res 2023; 7:e44696. [PMID: 37768712 PMCID: PMC10570893 DOI: 10.2196/44696] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Revised: 07/05/2023] [Accepted: 08/07/2023] [Indexed: 09/29/2023] Open
Abstract
BACKGROUND Comprehensive and appropriate health care provision to women and girls with female genital mutilation or cutting (FGM/C) is lacking. Use of visuals in health care provider (HCP) consultations facilitates the communication of health information and its comprehension by patients. A web app featuring a 3D visualization of the genitourinary anatomy was developed to support HCPs in conferring clinical information about FGM/C to patients. OBJECTIVE The aim of this study was to explore HCP perspectives on the use of visuals in discussion about FGM/C with their patients as well as to obtain their feedback on whether an interactive 3D web app showing the genitourinary anatomy would be helpful in patient consultations about FGM/C, identifying key features that are relevant to their clinical practice. METHODS We evaluated the web app through a semistructured interview protocol with seven HCPs from various disciplines experienced in care for women and girls with FGM/C in migration-destination settings. Interviews were audio- and video-recorded for transcription, and were then analyzed thematically for contextualized data regarding HCPs' willingness to use a 3D web app visualizing anatomy in FGM/C consultations with patients. RESULTS All but one of the seven participants expressed keen interest in using this web app and its 3D visuals of anatomy in FGM/C consultations with patients. Participants shared the common contexts for the use of visuals in health care for FGM/C and the concepts they are used to support, such as to help describe a patient's genitals after FGM/C and reinforce an understanding of clitoral anatomy, to illustrate the process of defibulation, or to explain the physiological effects of FGM/C. Participants also highlighted the benefit of using visuals that patients can relate to, expressing approval for the ability to customize the vulva by FGM/C subtype, skin tone, and complexity of the visual shown in the web app. Despite critiques that the visualization may serve to perpetuate idealistic standards for how a vulva should look, participants largely agreed on the web app's perceived usefulness to clinical practice and beyond. CONCLUSIONS Evaluation of the web app developed in this study identified that digital tools with 3D models of the genitourinary anatomy that are accessible, informative, and customizable to any specific patient are likely to aid HCPs in communicating clinical information about FGM/C in consultations. Universal access to the web app may be particularly useful for HCPs with less experience in FGM/C. The app also prompts options for applications such as for personal use, in medical education, in patient medical records, or in legal settings. Further qualitative research with patients is required to confirm that adoption of the web app by HCPs in a consultation setting will indeed benefit patient care for women and girls with FGM/C.
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Affiliation(s)
- Olivia May Holuszko
- School of Simulation & Visualisation, Glasgow School of Art, Glasgow, United Kingdom
- College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, United Kingdom
| | - Jasmine Abdulcadir
- Department of Women, Child and Adolescent, Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - Daisy Abbott
- School of Simulation & Visualisation, Glasgow School of Art, Glasgow, United Kingdom
| | - Jennifer Clancy
- School of Medicine, Dentistry and Nursing, College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, United Kingdom
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Feodorovici P, Arensmeyer J, Schnorr P, Schmidt J. [Extended Reality (XR) - Applications in Thoracic Surgery]. Zentralbl Chir 2023; 148:367-375. [PMID: 37562396 DOI: 10.1055/a-2121-6478] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/12/2023]
Abstract
Extended reality (XR) includes the sub-terms of virtual reality (VR), augmented reality (AR) and mixed reality (MR) and describes interactive and immersive technologies that replace the real world with digital elements or seamlessly extend it with such approaches. XR thus offers a very wide range of possible applications in medicine. In surgery, and thoracic surgery in particular, XR technologies can be harnessed for treatment planning, navigation, training, and patient information. Such applications are increasingly being tested and need to be evaluated. We provide an overview of the status quo of technical development, current surgical applications of XR, and look into the future of the medical XR landscape with integration of artificial intelligence (AI).
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Affiliation(s)
- Philipp Feodorovici
- Sektion Thoraxchirurgie, Klinik und Poliklinik für Allgemein-, Viszeral-, Thorax- und Gefäßchirurgie, Universitätsklinikum Bonn, Bonn, Deutschland
| | - Jan Arensmeyer
- Sektion Thoraxchirurgie, Klinik und Poliklinik für Allgemein-, Viszeral-, Thorax- und Gefäßchirurgie, Universitätsklinikum Bonn, Bonn, Deutschland
| | - Philipp Schnorr
- Klinik für Thoraxchirurgie, Helios Klinikum Bonn/Rhein-Sieg, Bonn, Deutschland
| | - Joachim Schmidt
- Sektion Thoraxchirurgie, Klinik und Poliklinik für Allgemein-, Viszeral-, Thorax- und Gefäßchirurgie, Universitätsklinikum Bonn, Bonn, Deutschland
- Klinik für Thoraxchirurgie, Helios Klinikum Bonn/Rhein-Sieg, Bonn, Deutschland
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Pettersson AF, Karlgren K, Al-Saadi J, Hjelmqvist H, Meister B, Zeberg H, Silén C. How students discern anatomical structures using digital three-dimensional visualizations in anatomy education. ANATOMICAL SCIENCES EDUCATION 2023; 16:452-464. [PMID: 36636907 DOI: 10.1002/ase.2255] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/23/2021] [Revised: 12/29/2022] [Accepted: 01/07/2023] [Indexed: 05/11/2023]
Abstract
Learning anatomy holds specific challenges, like the appreciation of three-dimensional relationships between anatomical structures. So far, there is limited knowledge about how students construct their understanding of topographic anatomy. By understanding the processes by which students learn anatomical structures in 3D, educators will be better equipped to offer support and create successful learning situations. Using video analysis, this study investigates how students discern anatomical structures. Sixteen students at different levels of education and from different study programs were recorded audiovisually while exploring 3D digital images using a computerized visualization table. Eleven hours of recorded material were analyzed using interaction analysis and phenomenography. Seven categories were identified during data analysis, describing the qualitatively different patterns of actions that students use to make sense of anatomy: decoding the image; positioning the body in space; purposeful seeking, using knowledge and experience; making use of and creating variation; aimless exploration, and arriving at moments of understanding. The results suggest that anatomy instruction should be organized to let the students decide how and at what pace they examine visualized images. Particularly, the discovery process of decoding and positioning the body in space supports a deep learning approach for learning anatomy using visualizations. The students' activities should be facilitated and not directed.
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Affiliation(s)
- Anna F Pettersson
- Division of Physiotherapy, Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, Sweden
| | - Klas Karlgren
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
- Department of Research, Education, Development, and Innovation, Södersjukhuset, Stockholm, Sweden
- Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Bergen, Norway
| | - Jonathan Al-Saadi
- Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Hans Hjelmqvist
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
- School of Medical Sciences, Örebro University, Örebro, Sweden
| | - Björn Meister
- Department of Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Hugo Zeberg
- Department of Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Charlotte Silén
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
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From Lecture Halls to Zoom Links: How Can Educational Theory Help Us to Deliver Effective and Engaging Teaching in an Online Environment? ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1397:79-94. [DOI: 10.1007/978-3-031-17135-2_5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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Krüger JM, Palzer K, Bodemer D. Learning with augmented reality: Impact of dimensionality and spatial abilities. COMPUTERS AND EDUCATION OPEN 2022. [DOI: 10.1016/j.caeo.2021.100065] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
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KIANI AYSHAKARIM, PHEBY DEREK, HENEHAN GARY, BROWN RICHARD, SIEVING PAUL, SYKORA PETER, MARKS ROBERT, FALSINI BENEDETTO, CAPODICASA NATALE, MIERTUS STANISLAV, LORUSSO LORENZO, DONDOSSOLA DANIELE, TARTAGLIA GIANLUCAMARTINO, ERGOREN MAHMUTCERKEZ, DUNDAR MUNIS, MICHELINI SANDRO, MALACARNE DANIELE, BONETTI GABRIELE, DAUTAJ ASTRIT, DONATO KEVIN, MEDORI MARIACHIARA, BECCARI TOMMASO, SAMAJA MICHELE, CONNELLY STEPHENTHADDEUS, MARTIN DONALD, MORRESI ASSUNTA, BACU ARIOLA, HERBST KARENL, KAPUSTIN MYKHAYLO, STUPPIA LIBORIO, LUMER LUDOVICA, FARRONATO GIAMPIETRO, BERTELLI MATTEO. Ethical considerations regarding animal experimentation. JOURNAL OF PREVENTIVE MEDICINE AND HYGIENE 2022; 63:E255-E266. [PMID: 36479489 PMCID: PMC9710398 DOI: 10.15167/2421-4248/jpmh2022.63.2s3.2768] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
Abstract
Animal experimentation is widely used around the world for the identification of the root causes of various diseases in humans and animals and for exploring treatment options. Among the several animal species, rats, mice and purpose-bred birds comprise almost 90% of the animals that are used for research purpose. However, growing awareness of the sentience of animals and their experience of pain and suffering has led to strong opposition to animal research among many scientists and the general public. In addition, the usefulness of extrapolating animal data to humans has been questioned. This has led to Ethical Committees' adoption of the 'four Rs' principles (Reduction, Refinement, Replacement and Responsibility) as a guide when making decisions regarding animal experimentation. Some of the essential considerations for humane animal experimentation are presented in this review along with the requirement for investigator training. Due to the ethical issues surrounding the use of animals in experimentation, their use is declining in those research areas where alternative in vitro or in silico methods are available. However, so far it has not been possible to dispense with experimental animals completely and further research is needed to provide a road map to robust alternatives before their use can be fully discontinued.
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Affiliation(s)
- AYSHA KARIM KIANI
- Allama Iqbal Open University, Islamabad, Pakistan
- MAGI EUREGIO, Bolzano, Italy
| | - DEREK PHEBY
- Society and Health, Buckinghamshire New University, High Wycombe, UK
| | - GARY HENEHAN
- School of Food Science and Environmental Health, Technological University of Dublin, Dublin, Ireland
| | - RICHARD BROWN
- Department of Psychology and Neuroscience, Dalhousie University, Halifax, Nova Scotia, Canada
| | - PAUL SIEVING
- Department of Ophthalmology, Center for Ocular Regenerative Therapy, School of Medicine, University of California at Davis, Sacramento, CA, USA
| | - PETER SYKORA
- Department of Philosophy and Applied Philosophy, University of St. Cyril and Methodius, Trnava, Slovakia
| | - ROBERT MARKS
- Department of Biotechnology Engineering, Ben-Gurion University of the Negev, Beer-Sheva, Israel
| | - BENEDETTO FALSINI
- Institute of Ophthalmology, Università Cattolica del Sacro Cuore, Fondazione Policlinico Universitario A. Gemelli-IRCCS, Rome, Italy
| | | | - STANISLAV MIERTUS
- Department of Biotechnology, University of SS. Cyril and Methodius, Trnava, Slovakia
- International Centre for Applied Research and Sustainable Technology, Bratislava, Slovakia
| | | | - DANIELE DONDOSSOLA
- Center for Preclincal Research and General and Liver Transplant Surgery Unit, Fondazione IRCCS Ca‘ Granda Ospedale Maggiore Policlinico, Milan, Italy
- Department of Pathophysiology and Transplantation, Università degli Studi di Milano, Milan, Italy
| | - GIANLUCA MARTINO TARTAGLIA
- Department of Biomedical, Surgical and Dental Sciences, Università degli Studi di Milano, Milan, Italy
- UOC Maxillo-Facial Surgery and Dentistry, Fondazione IRCCS Ca Granda, Ospedale Maggiore Policlinico, Milan, Italy
| | - MAHMUT CERKEZ ERGOREN
- Department of Medical Genetics, Faculty of Medicine, Near East University, Nicosia, Cyprus
| | - MUNIS DUNDAR
- Department of Medical Genetics, Erciyes University Medical Faculty, Kayseri, Turkey
| | - SANDRO MICHELINI
- Vascular Diagnostics and Rehabilitation Service, Marino Hospital, ASL Roma 6, Marino, Italy
| | | | | | | | | | - MARIA CHIARA MEDORI
- MAGI’S LAB, Rovereto (TN), Italy
- Correspondence: Maria Chiara Medori, MAGI’S LAB, Rovereto (TN), 38068, Italy. E-mail:
| | - TOMMASO BECCARI
- Department of Pharmaceutical Sciences, University of Perugia, Perugia, Italy
| | | | | | - DONALD MARTIN
- Univ. Grenoble Alpes, CNRS, Grenoble INP, TIMC-IMAG, SyNaBi, Grenoble, France
| | - ASSUNTA MORRESI
- Department of Chemistry, Biology and Biotechnology, University of Perugia, Perugia, Italy
| | - ARIOLA BACU
- Department of Biotechnology, University of Tirana, Tirana, Albania
| | - KAREN L. HERBST
- Total Lipedema Care, Beverly Hills California and Tucson Arizona, USA
| | | | - LIBORIO STUPPIA
- Department of Psychological, Health and Territorial Sciences, School of Medicine and Health Sciences, University "G. d'Annunzio", Chieti, Italy
| | - LUDOVICA LUMER
- Department of Anatomy and Developmental Biology, University College London, London, UK
| | - GIAMPIETRO FARRONATO
- Department of Biomedical, Surgical and Dental Sciences, Università degli Studi di Milano, Milan, Italy
- UOC Maxillo-Facial Surgery and Dentistry, Fondazione IRCCS Ca Granda, Ospedale Maggiore Policlinico, Milan, Italy
| | - MATTEO BERTELLI
- MAGI EUREGIO, Bolzano, Italy
- MAGI’S LAB, Rovereto (TN), Italy
- MAGISNAT, Peachtree Corners (GA), USA
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Chu SY, Tseng TC, Ho YC, Tseng GF. The Impact of a Gross Anatomy Curriculum With Donor Family Interaction: Thematic Analysis of Student Letters to Silent Mentors. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:1065-1070. [PMID: 35320128 PMCID: PMC9232274 DOI: 10.1097/acm.0000000000004678] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE Tzu Chi University's anatomy curriculum incorporates interaction with donors' families and regards body donors as silent teachers and altruistic role models. In this silent mentor program (SMP), students learn about their donor's life before dissection to better appreciate the selfless donation. This study explores the influence of the program on students' humanistic literacy based on student letters to silent mentors, which students wrote near the end of the program and laid by the silent mentor during the coffining ceremony. METHOD The study included 125 letters from third-year medical students who took the gross anatomy curriculum in academic years 2015, 2016, and 2017. With student consent, the program collated and published the letters in the open-access SMP yearbook. Using thematic analysis, the authors manually analyzed the letters in their original Mandarin, with the names of students made anonymous to ensure the authors were blind to students' identity throughout the study. RESULTS The analysis identified 3 themes and 11 subthemes. Theme 1, my silent mentor, included 3 subthemes: life characteristics, altruistic attitude, and expectation of offering body. Theme 2, connection to silent mentor and family, included 4 subthemes: intersubjective bonding, emotive first encounter, spiritual communication, and encouragement from silent mentor. Theme 3, reflection and transformation, included 4 subthemes: reflection on life and death, professional self-expectation, inner transformation, and feedback action. CONCLUSIONS The findings suggest that interactions with donors' families increased students' appreciation of the donation and enhanced students' humanistic literacy. Further, the letters seem to indicate that the SMP inspired students to develop a grateful, respectful, and empathic attitude toward life and their career. Thus, by implementing similar programs, gross anatomy curricula could go beyond the acquisition of structural knowledge to the cultivation of medical students' humanistic literacy.
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Affiliation(s)
- Shao-Yin Chu
- S.-Y. Chu is associate professor, School of Medicine, Tzu Chi University, and Department of Medical Education and Pediatrics, Buddhist Tzu Chi General Hospital, Hualien, Taiwan
| | - Ting-Chun Tseng
- T.-C. Tseng is a medical student, School of Medicine, Tzu Chi University, Hualien, Taiwan
| | - Yun-Chi Ho
- Y.-C. Ho is professor, Institute of Education, Tzu Chi University, Hualien, Taiwan
| | - Guo-Fang Tseng
- G.-F. Tseng is professor, Department of Anatomy, School of Medicine, and director, Medical Simulation Center, Tzu Chi University, Hualien, Taiwan
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Silén C, Karlgren K, Hjelmqvist H, Meister B, Zeberg H, Pettersson A. Three-dimensional visualisation of authentic cases in anatomy learning - An educational design study. BMC MEDICAL EDUCATION 2022; 22:477. [PMID: 35725408 PMCID: PMC9210673 DOI: 10.1186/s12909-022-03539-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/25/2022] [Accepted: 06/08/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Many studies have investigated the value of three-dimensional (3D) images in learning anatomy. However, there is a lack of knowledge about students learning processes using technology and 3D images. To understand how to facilitate and support the learning of anatomy, there is a need to know more about the student perspectives on how they can use and benefit from 3D images. METHODS This study used designed educational sessions informed by Educational Design Research to investigate the role of technology-enhanced 3D images in students' anatomy learning. Twenty-four students representing different health professions and multiple study levels, and one tutor, participated in the study. A visualisation table was used to display the images of real patient cases related to disorders associated with the abdomen and the brain. Students were asked to explore the images on their own and audio/video capture was used to record their words and actions. Directly following the session, students were interviewed about their perceptions and different ways of learning and studying anatomy. The tutor was interviewed about his reflections on the session and his role as a facilitator on two occasions. Content analysis was used in its manifest and latent form in the data analysis. RESULT Two main categories describing the students' and tutor's accounts of learning using the visualisation table were identified: 1. Interpreting 3D images and 2. Educational sessions using visualisation tables. Each category had signifying themes representing interpretations of the latent meaning of the students' and tutor's accounts. These were: Realism and complexity; Processes of discernment; References to previous knowledge; Exploring on one's own is valuable; Context enhances learning experiences; Combinations of learning resources are needed and Working together affects the dynamics. CONCLUSIONS This study identifies several important factors to be considered when designing effective and rewarding educational sessions using a visualization table and 3D images in anatomy education. Visualisation of authentic images has the potential to create interest and meaningfulness in studying anatomy. Students need time to actively explore images but also get tutor guidance to understand. Also, a combination of different resources comprises a more helpful whole than a single learning resource.
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Affiliation(s)
- Charlotte Silén
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden.
| | - Klas Karlgren
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
- Department of Research, Education, Development and Innovation, Södersjukhuset, Stockholm, Sweden
- Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Bergen, Norway
| | - Hans Hjelmqvist
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
- School of Medical Sciences, Örebro University, Örebro, Sweden
| | - Björn Meister
- Department of Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Hugo Zeberg
- Department of Neuroscience, Karolinska Institutet, Stockholm, Sweden
- Department of Evolutionary Genetics, Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany
| | - Anna Pettersson
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
- Department of Neurobiology, Care Sciences, and Society, Division of Physiotherapy, Karolinska Institutet, Solna, Sweden
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Regulski P, Tomczyk J, Białowarczuk M, Nowak W, Niezgódka M. Digital science platform: an interactive web application and database of osteological material for anatomy education. BMC MEDICAL EDUCATION 2022; 22:362. [PMID: 35550120 PMCID: PMC9096743 DOI: 10.1186/s12909-022-03408-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/16/2021] [Accepted: 04/26/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND To meet the remote-learning constraints imposed due to the COVID-19 pandemic, the Digital Science Platform was developed. Human anatomy courses require practical classes that involve working on prepared specimens, although access to such specimens has been restricted. Therefore, the aim was to prepare appropriate-quality, scanned 3D model databases of human bone specimens and an interactive web application for universal access to educational materials. MAIN BODY The database is located on the pcn.cnt.edu.pl website and contains 412 three-dimensional osteological models created via a structured light scanner, tomography and microtomography. The webservice contains a search engine and enables interactive visualization of the models. The database can be accessed, without restrictions, by any student or researcher wishing to use the models for noncommercial purposes. The stored models can be visualized with the open-source VisNow platform, which is also available to download from the webservice. The MariaDB backend database was deployed, and an Apache server with a personal home page (PHP) frontend was used. CONCLUSION The models in the database are unique due to the specific digitalization process and skeleton specimen origin. Further development of the Digital Science Platform is foreseen in the near future to digitize other valuable materials.
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Affiliation(s)
- Piotr Regulski
- Center of Digital Science and Technology, Cardinal Stefan Wyszynski University in Warsaw, Warsaw, Poland.
- Department of Dental and Maxillofacial Radiology, Faculty of Medicine and Dentistry, Medical University of Warsaw, Binieckiego 6, 02-097, Warsaw, Poland.
| | - Jacek Tomczyk
- Institute of Biological Sciences, Cardinal Stefan Wyszynski University in Warsaw, Warsaw, Poland
| | - Mariusz Białowarczuk
- Center of Digital Science and Technology, Cardinal Stefan Wyszynski University in Warsaw, Warsaw, Poland
| | - Wojciech Nowak
- Center of Digital Science and Technology, Cardinal Stefan Wyszynski University in Warsaw, Warsaw, Poland
| | - Marek Niezgódka
- Center of Digital Science and Technology, Cardinal Stefan Wyszynski University in Warsaw, Warsaw, Poland
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da Costa BN, Sousa MG, Tanji FN, Ulanin M, Wolf M, Stedile STO. The Use of 3-D Models of Echocardiographic Imaging Planes for Teaching Echocardiography Techniques for Use in Dogs and Cats. Altern Lab Anim 2022; 50:208-220. [PMID: 35579420 DOI: 10.1177/02611929221101608] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Echocardiography is an invaluable technique for the diagnosis of heart disease. The aim of this study was to develop 3-D models of healthy and diseased hearts of dogs and cats, and to evaluate their effectiveness in assisting veterinary undergraduates to understand echocardiographic imaging planes. Resin models depicting the main echocardiographic imaging planes of normal hearts were created, as well as example hearts with features of mitral degeneration in dogs and hypertrophic cardiomyopathy in cats. After a theoretical class, fourth-year students were randomly assigned to one of two groups (model group or control group). The model group had access to the 3-D models, along with self-explanatory text about echocardiographic imaging planes; the control group only had access to the self-explanatory text. Both groups were allowed 2 weeks to study their allocated resources, after which the students undertook an assessment to evaluate their learning and completed a questionnaire about their experiences and satisfaction with the respective teaching method. A total of 39 students participated in the study, 19 in the model group and 20 in the control group. Students assigned to the model group spent more time studying (p = 0.0027). The proportion of students who achieved a satisfactory grade in the assessment was 89.5% in the model group and 60% in the control group (p = 0.0449). The 3-D models facilitated, and significantly improved, the identification of cardiac structures and disease-associated abnormalities, and the learning process in general. Additionally, the models seemed to provide greater student motivation for studying echocardiography.
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Affiliation(s)
- Bruna N da Costa
- Department of Veterinary Medicine, 28122Federal University of Paraná, Curitiba, Brazil
| | - Marlos G Sousa
- Department of Veterinary Medicine, 28122Federal University of Paraná, Curitiba, Brazil
| | - Fernanda N Tanji
- Department of Veterinary Medicine, 28122Federal University of Paraná, Curitiba, Brazil
| | - Mariana Ulanin
- Department of Veterinary Medicine, 28122Federal University of Paraná, Curitiba, Brazil
| | - Marcela Wolf
- Department of Veterinary Medicine, 28122Federal University of Paraná, Curitiba, Brazil
| | - Simone T O Stedile
- Department of Veterinary Medicine, 28122Federal University of Paraná, Curitiba, Brazil
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Augmented Reality in Supporting Healthcare and Nursing Independent Learning: Narrative Review. Comput Inform Nurs 2022; 41:281-291. [PMID: 35470310 DOI: 10.1097/cin.0000000000000910] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
New advances in technology have brought challenges and opportunities for education and instructional methods. Compared with traditional education, the increased use of technology-enhanced blended learning in healthcare and nursing education requires students to take more responsibility for their learning. The use of advanced technology has resulted in independent learning skills becoming increasingly important. Many studies have reported a positive correlation between independent learning and success rates in an e-learning environment. This paper focuses on the potential contribution of augmented reality, which superimposes layers of virtual content on real physical objects. The paper initially presents a narrative literature review to identify augmented reality's strengths and challenges in facilitating independent learning and highlights several potential approaches for utilizing augmented reality in nursing education. However, it also reveals a lack of studies integrating augmented reality and independent learning theories such as self-regulated learning. The paper then addresses this gap by proposing a new learning approach to support independent learning.
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Bouattour Y, Sautou V, Hmede R, El Ouadhi Y, Gouot D, Chennell P, Lapusta Y, Chapelle F, Lemaire JJ. A Minireview on Brain Models Simulating Geometrical, Physical, and Biochemical Properties of the Human Brain. Front Bioeng Biotechnol 2022; 10:818201. [PMID: 35419353 PMCID: PMC8996142 DOI: 10.3389/fbioe.2022.818201] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2021] [Accepted: 03/08/2022] [Indexed: 11/13/2022] Open
Abstract
There is a growing body of evidences that brain surrogates will be of great interest for researchers and physicians in the medical field. They are currently mainly used for education and training purposes or to verify the appropriate functionality of medical devices. Depending on the purpose, a variety of materials have been used with specific and accurate mechanical and biophysical properties, More recently they have been used to assess the biocompatibility of implantable devices, but they are still not validated to study the migration of leaching components from devices. This minireview shows the large diversity of approaches and uses of brain phantoms, which converge punctually. All these phantoms are complementary to numeric models, which benefit, reciprocally, of their respective advances. It also suggests avenues of research for the analysis of leaching components from implantable devices.
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Affiliation(s)
- Yassine Bouattour
- Université Clermont Auvergne, CHU Clermont Ferrand, Clermont Auvergne INP, CNRS, ICCF, F-63000, Clermont-Ferrand, France
- *Correspondence: Yassine Bouattour, ; Jean-Jacques Lemaire,
| | - Valérie Sautou
- Université Clermont Auvergne, CHU Clermont Ferrand, Clermont Auvergne INP, CNRS, ICCF, F-63000, Clermont-Ferrand, France
| | - Rodayna Hmede
- Universite Clermont Auvergne, CNRS, Clermont Auvergne INP, Institut Pascal, F-63000, Clermont-Ferrand, France
| | - Youssef El Ouadhi
- Universite Clermont Auvergne, CNRS, Clermont Auvergne INP, Institut Pascal, F-63000, Clermont-Ferrand, France
- Service de Neurochirurgie, CHU Clermont Ferrand, F-63000, Clermont-Ferrand, France
| | - Dimitri Gouot
- Universite Clermont Auvergne, CNRS, Clermont Auvergne INP, Institut Pascal, F-63000, Clermont-Ferrand, France
| | - Philip Chennell
- Université Clermont Auvergne, CHU Clermont Ferrand, Clermont Auvergne INP, CNRS, ICCF, F-63000, Clermont-Ferrand, France
| | - Yuri Lapusta
- Universite Clermont Auvergne, CNRS, Clermont Auvergne INP, Institut Pascal, F-63000, Clermont-Ferrand, France
| | - Frédéric Chapelle
- Universite Clermont Auvergne, CNRS, Clermont Auvergne INP, Institut Pascal, F-63000, Clermont-Ferrand, France
| | - Jean-Jacques Lemaire
- Universite Clermont Auvergne, CNRS, Clermont Auvergne INP, Institut Pascal, F-63000, Clermont-Ferrand, France
- Service de Neurochirurgie, CHU Clermont Ferrand, F-63000, Clermont-Ferrand, France
- *Correspondence: Yassine Bouattour, ; Jean-Jacques Lemaire,
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17
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Labranche L, Wilson TD, Terrell M, Kulesza RJ. Learning in Stereo: The Relationship Between Spatial Ability and 3D Digital Anatomy Models. ANATOMICAL SCIENCES EDUCATION 2022; 15:291-303. [PMID: 33527687 DOI: 10.1002/ase.2057] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2020] [Revised: 01/21/2021] [Accepted: 01/26/2021] [Indexed: 06/12/2023]
Abstract
Three-dimensional (3D) digital anatomical models show potential to demonstrate complex anatomical relationships; however, the literature is inconsistent as to whether they are effective in improving the anatomy performance, particularly for students with low spatial visualization ability (Vz). This study investigated the educational effectiveness of a 3D stereoscopic model of the pelvis, and the relationship between learning with 3D models and Vz. It was hypothesized that participants learning with a 3D pelvis model would outperform participants learning with a two-dimensional (2D) visualization or cadaveric specimen on a spatial anatomy test, particularly when comparing those with low Vz. Participants (n = 64) were stratified into three experimental groups, who each attended a learning session with either a 3D stereoscopic model (n = 21), 2D visualization (n = 21), or cadaveric specimen (n = 22) of the pelvis. Medical and pre-medical student participants completed a multiple-choice pre-test and post-test during their respective learning session, and a long-term retention (LTR) test 2 months later. Results showed no difference in anatomy test improvement or LTR performance between the experimental groups. A simple linear regression analysis showed that within the 3D group, participants with high Vz tended to retain more than those with low Vz on the LTR test (R2 = 0.31, P = 0.01). The low Vz participants may be cognitively overloaded by the complex spatial cues from the 3D stereoscopic model. Results of this study should inform resource selection and curriculum design for health professional students, with attention to the impact of Vz on learning.
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Affiliation(s)
- Leah Labranche
- Department of Anatomy, Lake Erie College of Osteopathic Medicine, Erie, Pennsylvania
| | - Timothy D Wilson
- Corps for Research of Instructional and Perceptual Technologies, Department of Anatomy and Cell Biology, Schulich School of Medicine and Dentistry, University of Western Ontario, London, Ontario, Canada
| | - Mark Terrell
- Department of Anatomy, Lake Erie College of Osteopathic Medicine, Erie, Pennsylvania
| | - Randy J Kulesza
- Department of Anatomy, Lake Erie College of Osteopathic Medicine, Erie, Pennsylvania
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18
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Kurt S, Selviler-Sizer S, Onuk B, Kabak M. Comparison of sheep scapula models created with polylactic acid and thermoplastic polyurethane filaments by three-dimensional modelling. Anat Histol Embryol 2022; 51:244-249. [PMID: 35014052 DOI: 10.1111/ahe.12784] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2021] [Revised: 11/24/2021] [Accepted: 12/31/2021] [Indexed: 11/29/2022]
Abstract
Three-dimensional (3D) printing technology is a rapid prototyping method that has recently been increasingly used in anatomy education. Magnetic resonance imaging, computed tomography, and 3D scanners are generally used to create 3D models. The aim of this study, which was performed without using the aforementioned devices, is to design sheep scapula models in a computer environment and compare bone models created with different filaments printed by a 3D printer with real bone. Photographs of sheep scapula were taken for modelling, and measurements were made from certain points. After the photographs were transferred to a computer environment, they were transformed into 3D using the Cinema 4D software, a computer-aided design program. Models were created using a 3D printer employing polylactic acid (PLA) and thermoplastic polyurethane (TPU) filaments. By comparing the models created with PLA and TPU filaments to the real bone, it was found that they have a similar anatomical structure, with dimensional-morphometric differences found at some points. It was also observed that the scapula model created with PLA filaments was more resistant to impacts than the real bone and that the model created with TPU filaments was more flexible, with very low fragility as compared to PLA and real bone. Therefore, this method allows obtaining a large number of durable models as an alternative to the real bone without the need for much manpower or equipment and without the need for a 3D reconstruction device.
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Affiliation(s)
- Semih Kurt
- Department of Anatomy, Faculty of Veterinary Medicine, Ondokuz Mayis University, Samsun, Turkey
| | - Sedef Selviler-Sizer
- Department of Anatomy, Faculty of Veterinary Medicine, Ondokuz Mayis University, Samsun, Turkey
| | - Burcu Onuk
- Department of Anatomy, Faculty of Veterinary Medicine, Ondokuz Mayis University, Samsun, Turkey
| | - Murat Kabak
- Department of Anatomy, Faculty of Veterinary Medicine, Ondokuz Mayis University, Samsun, Turkey
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Abstract
Concern that many graduate medical students do not know sufficient anatomy to safely and effectively assess and treat patients is a frequent complaint by clinicians. Although downgrading of anatomy relative to newer basic sciences is often blamed, there is evidence students rapidly forget anatomy. However, there are a number of ways instructors can foster long-term retention of anatomy, the most powerful involving intertwining clinical and anatomical information and assessing in-depth processing. Assisting this process is 'triaging' the curriculum so it contains only clinically engaged anatomy. Students are far more likely to remember information which they consider to be relevant to their future vocation. Therefore, teaching only anatomy which is likely to be useful in a clinical context tends to improve long-term retention of anatomy by medical students. Other helpful techniques include incorporating surface and radiological anatomy in a vertically integrated curriculum, reciprocal peer teaching and employing clinically qualified instructors.
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Affiliation(s)
- Kerry G Baker
- Faculty of Medicine, Dentistry and Health Sciences, The University of Melbourne, Parkville, Australia
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20
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Methods and Applications of 3D Patient-Specific Virtual Reconstructions in Surgery. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2022; 1356:53-71. [PMID: 35146617 DOI: 10.1007/978-3-030-87779-8_3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
Abstract
3D modelling has been highlighted as one of the key digital technologies likely to impact surgical practice in the next decade. 3D virtual models are reconstructed using traditional 2D imaging data through either direct volume or indirect surface rendering. One of the principal benefits of 3D visualisation in surgery relates to improved anatomical understanding-particularly in cases involving highly variable complex structures or where precision is required.Workflows begin with imaging segmentation which is a key step in 3D reconstruction and is defined as the process of identifying and delineating structures of interest. Fully automated segmentation will be essential if 3D visualisation is to be feasibly incorporated into routine clinical workflows; however, most algorithmic solutions remain incomplete. 3D models must undergo a range of processing steps prior to visualisation, which typically include smoothing, decimation and colourization. Models used for illustrative purposes may undergo more advanced processing such as UV unwrapping, retopology and PBR texture mapping.Clinical applications are wide ranging and vary significantly between specialities. Beyond pure anatomical visualisation, 3D modelling offers new methods of interacting with imaging data; enabling patient-specific simulations/rehearsal, Computer-Aided Design (CAD) of custom implants/cutting guides and serves as the substrate for augmented reality (AR) enhanced navigation.3D may enable faster, safer surgery with reduced errors and complications, ultimately resulting in improved patient outcomes. However, the relative effectiveness of 3D visualisation remains poorly understood. Future research is needed to not only define the ideal application, specific user and optimal interface/platform for interacting with models but also identify means by which we can systematically evaluate the efficacy of 3D modelling in surgery.
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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.
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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
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22
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Correia JC, Baatjes KJ, Meyer I. Student-Perceived Value on the Use of Clay Modelling in Undergraduate Clinical Anatomy. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2022; 1388:153-170. [DOI: 10.1007/978-3-031-10889-1_7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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Zilverschoon M, Custers EJ, Ten Cate O, Kruitwagen CLJJ, Bleys RLAW. Support for using a three-dimensional anatomy application over anatomical atlases in a randomized comparison. ANATOMICAL SCIENCES EDUCATION 2022; 15:178-186. [PMID: 34142455 DOI: 10.1002/ase.2110] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/07/2019] [Revised: 05/01/2021] [Accepted: 06/13/2021] [Indexed: 06/12/2023]
Abstract
To investigate to what extent the use of a three-dimensional (3D) anatomy computer application can improve the acquisition of anatomical knowledge compared with anatomical atlases, junior and advanced medical students participated in an experiment. Participants were asked to answer anatomical questions with the use of a 3D anatomy application (developed at the University Medical Center in Utrecht, the Netherlands) or anatomy atlases. Every student had to complete two assignments, either with an atlas or with the 3D anatomy application. One assignment consisted of 20 questions about the anatomy of the hand, the other one had 20 questions about the anatomy of the foot. The scores on the assignments and time to complete the assignments were registered and investigated. A total of 76 students participated. Students scored significantly higher and were significantly faster when they used the 3D anatomy application. Junior medical students were significantly faster than advanced medical students and particularly, advanced students who worked with an atlas needed most time. These results suggest that the 3D anatomy application is more effective as a studying tool, when compared to the use of paper atlases, for both junior and advanced medical students. The difference in time could indicate an influence of the increased number of mental steps it takes to convert two-dimensional atlas images to a 3D mental representation compared to using the 3D anatomy application, although practical issues explaining this cannot be ruled out. Future studies should establish whether the application leads to better learning/retention and to more time-efficient studying.
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Affiliation(s)
- Marijn Zilverschoon
- Department of Anatomy, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands
| | - Eugene J Custers
- Center for Research and Development of Education, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands
| | - Olle Ten Cate
- Center for Research and Development of Education, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands
| | - Cas L J J Kruitwagen
- Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands
| | - Ronald L A W Bleys
- Department of Anatomy, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands
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McWatt SC. Responding to Covid-19: A thematic analysis of students' perspectives on modified learning activities during an emergency transition to remote human anatomy education. ANATOMICAL SCIENCES EDUCATION 2021; 14:721-738. [PMID: 34523241 PMCID: PMC8652611 DOI: 10.1002/ase.2136] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/26/2021] [Revised: 07/23/2021] [Accepted: 09/11/2021] [Indexed: 05/21/2023]
Abstract
In March 2020, the coronavirus disease 2019 (Covid-19) global pandemic forced many post-secondary institutions to move their teaching online, which had a substantial impact on students enrolled in laboratory-based courses in fields like human anatomy. This descriptive study collected students' perspectives on the transition to remote education, with specific attention to the teaching activities, resources, and assessments used in an undergraduate Clinical Human Visceral Anatomy course at McGill University. Through inductive semantic thematic analysis, student-held values for effective remote education were identified and grouped into the following themes: (1) preferences for communication, (2) values for remote learning activities and resources, (3) values for remote assessment, and (4) perceived positive and negative impacts of remote education on learning. Students generally valued having clear communication, opportunities for both synchronous and asynchronous learning activities, and flexible assessment formats that maintained alignment with the course outcomes and activities. Many felt that remote education had a net-negative impact on their learning, course satisfaction, and sense of community. However, there were no significant differences in grades on laboratory quizzes administered before and after the shutdown (P = 0.443), and grades on the remote final examination were significantly higher than those on the in-person midterm examination (P < 0.001). These findings are discussed in the context of modern educational theories and practices related to remote teaching. Strategies for facilitating a student-centered environment online are also proposed. Future longitudinal research into skill development, learning outcome attainment, and the evolving perspectives of students and instructors operating in remote education contexts is warranted.
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Affiliation(s)
- Sean C. McWatt
- Department of Anatomy and Cell BiologyFaculty of Medicine and Health SciencesMcGill UniversityMontréalQuébecCanada
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25
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Skopnik-Chicago M, Poblete-Cordero K, Zamora N, Bastías R, Lizana PA. Comparison of Haptic and Biometric Properties, Bacterial Load, and Student Perception of Fixative Solutions: Formaldehyde Versus Chilean Conservative Fixative Solution with and without Formaldehyde in Pig Kidneys. ANATOMICAL SCIENCES EDUCATION 2021; 14:836-846. [PMID: 33340444 DOI: 10.1002/ase.2042] [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: 04/18/2020] [Revised: 11/20/2020] [Accepted: 12/16/2020] [Indexed: 06/12/2023]
Abstract
One of the most widely used solutions to fix and preserve organic tissues is formaldehyde, despite reservations regarding its toxicity and the fact that formaldehyde-embalmed bodies lose their original characteristics. Anatomy laboratories have been replacing formaldehyde with solutions that retain the characteristics of fresh tissue. For this purpose, alternative solutions with a very low concentration of formaldehyde or without any formaldehyde have been analyzed. The objective of this study was to compare biometry, coloration, haptic properties, and bacterial load on animal specimens (pig kidneys) embalmed with formaldehyde, and with Chilean Conservative Fixative Solution with and without formaldehyde (formaldehyde chCFS and formaldehyde-free chCFS). Also, the perception of health and biological science students toward specimens treated with different solutions was assessed. The results indicated that there were no significant differences in specimens' retraction, or bacterial load. Students showed a preference for organs embalmed in formaldehyde chCFS and formaldehyde-free chCFS; indicating that with these treatments they could better visualize structures and that the prosections had greater flexibility and the colors were more similar to those of fresh tissue. Additionally, students recommended the material embalmed in formaldehyde chCFS and formaldehyde-free chCFS for anatomy learning. In contrast, students indicated that formaldehyde-fixation negatively affected their practical experience. In conclusion, embalming with formaldehyde chCFS or formaldehyde-free chCFS provides an advantageous practical experience over the use of formaldehyde and may be an alternative to replace the use of formaldehyde in anatomy laboratories.
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Affiliation(s)
- Marianne Skopnik-Chicago
- Laboratory of Morphological Sciences, Institute of Biology, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - Katherine Poblete-Cordero
- Laboratory of Morphological Sciences, Institute of Biology, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - Natali Zamora
- Laboratory of Microbiology, Institute of Biology, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - Roberto Bastías
- Laboratory of Microbiology, Institute of Biology, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - Pablo A Lizana
- Laboratory of Morphological Sciences, Institute of Biology, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
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26
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Creation of Anatomically Correct and Optimized for 3D Printing Human Bones Models. APPLIED SYSTEM INNOVATION 2021. [DOI: 10.3390/asi4030067] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
Educational institutions in several countries state that the education sector should be modernized to ensure a contemporary, individualized, and more open learning process by introducing and developing advance digital solutions and learning tools. Visualization along with 3D printing have already found their implementation in different medical fields in Pauls Stradiņš Clinical University Hospital, and Rīga Stradiņš University, where models are being used for prosthetic manufacturing, surgery planning, simulation of procedures, and student education. The study aimed to develop a detailed methodology for the creation of anatomically correct and optimized models for 3D printing from radiological data using only free and widely available software. In this study, only free and cross-platform software from widely available internet sources has been used—“Meshmixer”, “3D Slicer”, and “Meshlab”. For 3D printing, the Ultimaker 5S 3D printer along with PLA material was used. In its turn, radiological data have been obtained from the “New Mexico Decedent Image Database”. In total, 28 models have been optimized and printed. The developed methodology can be used to create new models from scratch, which can be used will find implementation in different medical and scientific fields—simulation processes, anthropology, 3D printing, bioprinting, and education.
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27
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Schmidt R, Gartrell R, Yeung JM. A Pipeline for Generating Interactive, Schematic 3D Surgical Anatomy Models. JOURNAL OF SURGICAL EDUCATION 2021; 78:1419-1424. [PMID: 33487587 DOI: 10.1016/j.jsurg.2021.01.009] [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: 11/03/2020] [Revised: 12/08/2020] [Accepted: 01/14/2021] [Indexed: 06/12/2023]
Abstract
OBJECTIVE We describe a pipeline for creating and publishing online schematic 3D anatomical models, that requires minimal resources and facilitates an intuitive understanding of complex surgical structures, using the inguinal canal as an example. DESIGN The open source 3D modeling software Blender1 was used to generate the inguinal canal model. With screen recording enabled, the model was annotated within a 3D space and the resultant video tutorial uploaded to YouTube. The 3D model was also exported to an online web portal that students could navigate independently. Feedback was collated from YouTube and the online platform over two years via video comments and an online form for platform visitors. SETTING Department of Surgery, Western Precinct, University of Melbourne, Melbourne, Australia. PARTICIPANTS A total of 5,438 students utilized the online platform over the past 24 months. Video tutorials depicting the inguinal canal model were viewed a total of 162,181 times across the same period. RESULTS Feedback was uniformly positive with a predominant theme of faster comprehension times that were attributed to the visuospatial feedback complementing traditional resources. CONCLUSIONS The development of online 3D schematic models is achievable with the use of free and readily accessible computer software. These models allow students to "walk through" complex anatomical areas, which may enable them to better orientate and understand previously difficult to teach surgical concepts.
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Affiliation(s)
- Reuben Schmidt
- Department of Surgery (Western Precinct), University of Melbourne, Melbourne, Australia.
| | - Richard Gartrell
- Department of Surgery (Western Precinct), University of Melbourne, Melbourne, Australia
| | - Justin M Yeung
- Department of Surgery (Western Precinct), University of Melbourne, Melbourne, Australia; Department of Colorectal Surgery, Western Health, Melbourne, Australia; Chronic Disease Alliance, Western Health, Melbourne, Australia
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28
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Baptiste YM. Digital Feast and Physical Famine: The Altered Ecosystem of Anatomy Education due to the Covid-19 Pandemic. ANATOMICAL SCIENCES EDUCATION 2021; 14:399-407. [PMID: 33961346 PMCID: PMC8239895 DOI: 10.1002/ase.2098] [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: 03/22/2021] [Revised: 04/29/2021] [Accepted: 05/03/2021] [Indexed: 05/21/2023]
Abstract
This article explores the effects of the coronavirus disease 2019 (Covid-19) pandemic on the evolution of both physical and digital cadavers within the unique ecosystem of the anatomy laboratory. A physical cadaver is a traditional and established learning tool in anatomy education, whereas a digital cadaver is a relatively recent phenomenon. The Covid-19 pandemic presented a major disturbance and disruption to all levels and types of education, including anatomy education. This article constructs a conceptual metaphor between a typical anatomy laboratory and an ecosystem, and considers the affordances, constraints, and changing roles of physical and digital cadavers within anatomy education through an ecological lens. Adaptation of physical and digital cadavers during the disturbance is analyzed, and the resiliency of digital cadaver technology is recognized. The evolving role of the digital cadaver is considered in terms of increasing accessibility and inclusivity within the anatomy laboratory ecosystem of the future.
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Affiliation(s)
- Yvonne M. Baptiste
- Division of Science, Health, and MathematicsNiagara County Community CollegeSanbornNew York
- Curriculum, Instruction, and the Science of Learning PhD ProgramState University of New York at BuffaloBuffaloNew York
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29
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Cortese K, Frascio M. New Settings in Anatomy and Surgery Teaching During the Covid-19 Pandemic. ANATOMICAL SCIENCES EDUCATION 2021; 14:430-431. [PMID: 33773083 PMCID: PMC8251397 DOI: 10.1002/ase.2077] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/17/2021] [Revised: 03/22/2021] [Accepted: 03/23/2021] [Indexed: 05/05/2023]
Affiliation(s)
- Katia Cortese
- Department of Experimental MedicineSchool of Medical and Pharmaceutical SciencesUniversity of GenoaGenoaItaly
| | - Marco Frascio
- Department of Surgical Sciences and Integrated DiagnosticsSchool of Medical and Pharmaceutical SciencesUniversity of GenoaGenoaItaly
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30
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Iwanaga J, Terada S, Kim HJ, Tabira Y, Arakawa T, Watanabe K, Dumont AS, Tubbs RS. Easy three-dimensional scanning technology for anatomy education using a free cellphone app. Clin Anat 2021; 34:910-918. [PMID: 33984162 DOI: 10.1002/ca.23753] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2021] [Accepted: 04/29/2021] [Indexed: 02/06/2023]
Abstract
The COVID-19 pandemic has brought difficult times to anatomy educators and medical/dental students. Under normal circumstances, gross anatomy classes give students opportunities to touch and observe human bones and cadaveric tissues, thus enhancing their understanding; such morphology is difficult to learn from textbooks alone. As many studies have shown, three-dimensional (3D) technologies used in online lectures can serve as alternatives to real specimens for providing knowledge of anatomy. However, such technologies are often expensive. The goal of this study was to create 3D anatomy models for online lectures using a free cellphone app. Free application software (Qlone) was used to create 3D anatomical models. The extracranium and intracranium of adult skull, fetal skull, mandible, temporal bone, second cervical vertebra, and ilium were all scanned and exported to the computer in 3D format. A total of 53 anatomical structures were evaluated by nine observers. Although the 53 structures used in this study did not include all the structures that students need to learn, visibility was good/acceptable for most of the 53. The free and simple 3D scanning app used in this study could enable anatomy educators to provide better content to students during online lectures.
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Affiliation(s)
- Joe Iwanaga
- Department of Neurosurgery, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA.,Department of Neurology, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA.,Dental and Oral Medical Center, Kurume University School of Medicine, Kurume, Fukuoka, Japan.,Division of Gross and Clinical Anatomy, Department of Anatomy, Kurume University School of Medicine, Kurume, Fukuoka, Japan
| | - Satoshi Terada
- Japan Community Health Care Organization (JCHO) Mishima General Hospital, Mishima City, Shizuoka, Japan.,OCD Co., Ltd., Tokyo, Japan
| | - Hee-Jin Kim
- Division in Anatomy and Developmental Biology, Department of Oral Biology, Human Identification Research Institute, BK21 FOUR Project, Yonsei University College of Dentistry, Seoul, South Korea
| | - Yoko Tabira
- Division of Gross and Clinical Anatomy, Department of Anatomy, Kurume University School of Medicine, Kurume, Fukuoka, Japan
| | - Takamitsu Arakawa
- Department of Rehabilitation of Sciences, Kobe University Graduate School of Health Sciences, Kobe, Hyogo, Japan
| | - Koichi Watanabe
- Division of Gross and Clinical Anatomy, Department of Anatomy, Kurume University School of Medicine, Kurume, Fukuoka, Japan
| | - Aaron S Dumont
- Department of Neurosurgery, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA
| | - R Shane Tubbs
- Department of Neurosurgery, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA.,Department of Neurology, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA.,Department of Structural & Cellular Biology, Tulane University School of Medicine, New Orleans, Louisiana, USA.,Department of Neurosurgery and Ochsner Neuroscience Institute, Ochsner Health System, New Orleans, Louisiana, USA.,Department of Anatomical Sciences, St. George's University, St. George's, Grenada.,Department of Surgery, Tulane University School of Medicine, New Orleans, Louisiana, USA
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31
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Lone M, Mohamed MAA, Toulouse A. Development of an online tooth morphology course in response to COVID-19 restrictions. J Dent Educ 2021; 85 Suppl 3:1946-1948. [PMID: 33964018 PMCID: PMC8242383 DOI: 10.1002/jdd.12643] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2021] [Revised: 04/21/2021] [Accepted: 05/06/2021] [Indexed: 11/27/2022]
Affiliation(s)
- Mutahira Lone
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
| | - Mawadda A A Mohamed
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
| | - André Toulouse
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
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32
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Smyth L, Carter J, Valter K, Webb AL. Examining the Short-, Medium-, and Long-Term Success of an Embodied Learning Activity in the Study of Hand Anatomy for Clinical Application. ANATOMICAL SCIENCES EDUCATION 2021; 14:201-209. [PMID: 32515054 DOI: 10.1002/ase.1987] [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: 11/05/2019] [Revised: 05/30/2020] [Accepted: 05/31/2020] [Indexed: 06/11/2023]
Abstract
A student's own body provides an often disregarded site of knowledge production and corporeal wisdom. Learning via cognitive processes anchored in physical movement and body awareness, known as embodied learning, may aid students to visualize structures and understand their functions and clinical relevance. Working from an embodied learning perspective, the current article evaluates the use of an offline physical learning tool (Anatomical Glove Learning System; AGLS) for teaching hand anatomy for clinical application in medical students. Two student samples (N1 = 105; N2 = 94) used the AGLS in two different ways. In the first sample, the AGLS was compared to a traditional approach using hand bones, models and prosected specimens. Secondly, the AGLS and traditional approach were combined. The evaluation consisted of three outcomes: short-term learning (post-test), medium-term applications (mock-objective structured clinical examination, MOSCE), and longer-term assessment (objective structured clinical examination, OSCE). Findings from the first sample indicated no significant differences between the AGLS and traditional laboratory groups on short- (F(1,78) = 0.036, P = 0.849), medium- (F(1,50) = 0.743, P = 0.393), or longer-term (F(1,82) = 0.997, P = 0.321) outcomes. In the second sample using the AGLS in combination with a traditional approach was associated with significantly better short-term post-test scores (F(2,174) = 5.98, P = 0.003) than using the AGLS alone, but demonstrated no effect for long-term OSCE scores. These results suggest an embodied learning experience alone does not appear to be advantageous to student learning, but when combined with other methods for studying anatomy there are learning gains.
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Affiliation(s)
- Lillian Smyth
- Medical School, College of Health and Medicine, Australian National University, Canberra, Australian Capital Territory, Australia
| | - James Carter
- Medical School, College of Health and Medicine, Australian National University, Canberra, Australian Capital Territory, Australia
| | - Krisztina Valter
- Medical School, College of Health and Medicine, Australian National University, Canberra, Australian Capital Territory, Australia
| | - Alexandra L Webb
- Medical School, College of Health and Medicine, Australian National University, Canberra, Australian Capital Territory, Australia
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Harmon DJ, Attardi SM, Barremkala M, Bentley DC, Brown KM, Dennis JF, Goldman HM, Harrell KM, Klein BA, Ramnanan CJ, Richtsmeier JT, Farkas GJ. An Analysis of Anatomy Education Before and During Covid-19: May-August 2020. ANATOMICAL SCIENCES EDUCATION 2021; 14:132-147. [PMID: 33387389 DOI: 10.1002/ase.2051] [Citation(s) in RCA: 93] [Impact Index Per Article: 31.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2020] [Revised: 12/30/2020] [Accepted: 12/30/2020] [Indexed: 06/12/2023]
Abstract
Coronavirus disease 2019 (Covid-19) created unparalleled challenges to anatomy education. Gross anatomy education has been particularly impacted given the traditional in-person format of didactic instruction and/or laboratory component(s). To assess the changes in gross anatomy lecture and laboratory instruction, assessment, and teaching resources utilized as a result of Covid-19, a survey was distributed to gross anatomy educators through professional associations and listservs. Of the 67 survey responses received for the May-August 2020 academic period, 84% were from United States (US) institutions, while 16% were internationally based. Respondents indicated that in-person lecture decreased during Covid-19 (before: 76%, during: 8%, P < 0.001) and use of cadaver materials declined (before: 76 ± 33%, during: 34 ± 43%, P < 0.001). The use of cadaver materials in laboratories decreased during Covid-19 across academic programs, stand-alone and integrated anatomy courses, and private and public institutions (P ≤ 0.004). Before Covid-19, cadaveric materials used in laboratories were greater among professional health programs relative to medical and undergraduate programs (P ≤ 0.03) and among stand-alone relative to integrated anatomy courses (P ≤ 0.03). Furthermore, computer-based assessment increased (P < 0.001) and assessment materials changed from cadaveric material to images (P < 0.03) during Covid-19, even though assessment structure was not different (P > 0.05). The use of digital teaching resources increased during Covid-19 (P < 0.001), with reports of increased use of in-house created content, BlueLink, and Complete Anatomy software (P < 0.05). While primarily representing US institutions, this study provided evidence of how anatomy educators adapted their courses, largely through virtual mediums, and modified laboratory protocols during the initial emergence of the Covid-19 pandemic.
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Affiliation(s)
- Derek J Harmon
- Department of Anatomy, University of California, San Francisco, School of Medicine, San Francisco, California
| | - Stefanie M Attardi
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, Michigan
| | - Malli Barremkala
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, Michigan
| | - Danielle C Bentley
- Division of Anatomy, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Kirsten M Brown
- Department of Anatomy and Cell Biology, George Washington University School of Medicine and Health Sciences, Washington, DC
| | | | - Haviva M Goldman
- Department of Neurobiology and Anatomy, Drexel University College of Medicine, Philadelphia, Pennsylvania
| | - Kelly M Harrell
- Department of Anatomy and Neurobiology, Virginia Commonwealth University School of Medicine, Richmond, Virginia
| | - Barbie A Klein
- Department of Anatomy, University of California, San Francisco, School of Medicine, San Francisco, California
| | - Christopher J Ramnanan
- Department of Innovation in Medical Education, University of Ottawa, Ottawa, Ontario, Canada
| | - Joan T Richtsmeier
- Department of Anthropology, Pennsylvania State University, University Park, Pennsylvania
| | - Gary J Farkas
- Department of Physical Medicine and Rehabilitation, University of Miami Miller School of Medicine, Miami, Florida
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Bueno MR, Estrela C, Granjeiro JM, Estrela MRDA, Azevedo BC, Diogenes A. Cone-beam computed tomography cinematic rendering: clinical, teaching and research applications. Braz Oral Res 2021; 35:e024. [PMID: 33624709 DOI: 10.1590/1807-3107bor-2021.vol35.0024] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2020] [Accepted: 10/22/2020] [Indexed: 02/08/2023] Open
Abstract
Cone-beam computed tomography (CBCT) is an essential imaging method that increases the accuracy of diagnoses, planning and follow-up of endodontic complex cases. Image postprocessing and subsequent visualization relies on software for three-dimensional navigation, and application of indexation tools to provide clinically useful information according to a set of volumetric data. Image postprocessing has a crucial impact on diagnostic quality and various techniques have been employed on computed tomography (CT) and magnetic resonance imaging (MRI) data sets. These include: multiplanar reformations (MPR), maximum intensity projection (MIP) and volume rendering (VR). A recent advance in 3D data visualization is the new cinematic rendering reconstruction method, a technique that generates photorealistic 3D images from conventional CT and MRI data. This review discusses the importance of CBCT cinematic rendering for clinical decision-making, teaching, and research in Endodontics, and a presents series of cases that illustrate the diagnostic value of 3D cinematic rendering in clinical care.
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Affiliation(s)
| | - Carlos Estrela
- Universidade Federal de Goiás - UFGO, School of Dentistry, Stomatologic Science Department, Goiânia, GO, Brazil
| | - José Mauro Granjeiro
- Instituto Nacional de Metrologia, Qualidade e Tecnologia - Inmetro, Duque de Caxias, RJ, Brazil
| | | | - Bruno Correa Azevedo
- University of Louisville, School of Dentistry, Oral Radiology Department, Louisville, KY, USA
| | - Anibal Diogenes
- University of Texas Health at San Antonio, School of Dentistry, Endodontics Department, San Antonio, TX, USA
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35
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Charbonnier B, Hadida M, Marchat D. Additive manufacturing pertaining to bone: Hopes, reality and future challenges for clinical applications. Acta Biomater 2021; 121:1-28. [PMID: 33271354 DOI: 10.1016/j.actbio.2020.11.039] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2020] [Revised: 11/06/2020] [Accepted: 11/24/2020] [Indexed: 12/12/2022]
Abstract
For the past 20 years, the democratization of additive manufacturing (AM) technologies has made many of us dream of: low cost, waste-free, and on-demand production of functional parts; fully customized tools; designs limited by imagination only, etc. As every patient is unique, the potential of AM for the medical field is thought to be considerable: AM would allow the division of dedicated patient-specific healthcare solutions entirely adapted to the patients' clinical needs. Pertinently, this review offers an extensive overview of bone-related clinical applications of AM and ongoing research trends, from 3D anatomical models for patient and student education to ephemeral structures supporting and promoting bone regeneration. Today, AM has undoubtably improved patient care and should facilitate many more improvements in the near future. However, despite extensive research, AM-based strategies for bone regeneration remain the only bone-related field without compelling clinical proof of concept to date. This may be due to a lack of understanding of the biological mechanisms guiding and promoting bone formation and due to the traditional top-down strategies devised to solve clinical issues. Indeed, the integrated holistic approach recommended for the design of regenerative systems (i.e., fixation systems and scaffolds) has remained at the conceptual state. Challenged by these issues, a slower but incremental research dynamic has occurred for the last few years, and recent progress suggests notable improvement in the years to come, with in view the development of safe, robust and standardized patient-specific clinical solutions for the regeneration of large bone defects.
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36
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Copson B, Wijewickrema S, Sorace L, Jones R, O'Leary S. Development of a virtual reality clinically oriented temporal bone anatomy module with randomised control study of three-dimensional display technology. BMJ SIMULATION & TECHNOLOGY ENHANCED LEARNING 2020; 7:352-359. [DOI: 10.1136/bmjstel-2020-000592] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/26/2020] [Indexed: 11/03/2022]
Abstract
ObjectiveTo investigate the effectiveness of a virtual reality (VR), three-dimensional (3D) clinically orientated temporal bone anatomy module, including an assessment of different display technologies.MethodsA clinically orientated, procedural and interactive anatomy module was generated from a micro-CT of a cadaveric temporal bone. The module was given in three different display technologies; 2D, 3D with monoscopic vision, and 3D with stereoscopic vision. A randomised control trial assessed the knowledge acquisition and attitudes of 47 medical students though a pretutorial and post-tutorial questionnaire. The questionnaire included questions identifying anatomic structures as well as understanding structural relations and clinical relevance. Furthermore, a five-point Likert scale assessed the students’ attitudes to the module and alternative learning outcomes, such as interest in otology and preparedness for clinical rotations.ResultsAs a whole cohort, the total test score improved significantly, with a large effect size (p≤0.005, Cohen’s d=1.41). The 23 students who returned the retention questionnaire had a significant improvement in total test score compared with their pretutorial score, with a large effect size (p≤0.005, Cohen’s d=0.83). Display technology did not influence the majority of learning outcomes, with the exception of 3D technologies, showing a significantly improvement in understanding of clinical relevance and structural relations (p=0.034). Students preferred 3D technologies for ease of use, perceived effectiveness and willingness to use again.ConclusionsThe developed VR temporal bone anatomy tutor was an effective self-directed education tool. 3D technology remains valuable in facilitating spatial learning and superior user satisfaction.
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An Augmented Reality-Based Mobile Application Facilitates the Learning about the Spinal Cord. EDUCATION SCIENCES 2020. [DOI: 10.3390/educsci10120376] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
Abstract
Health education is one of the knowledge areas in which augmented reality (AR) technology is widespread, and it has been considered as a facilitator of the learning process. In literature, there are still few studies detailing the role of mobile AR in neuroanatomy. Specifically, for the spinal cord, the teaching–learning process may be hindered due to its abstract nature and the absence of three-dimensional models. In this sense, we implemented a mobile application with AR technology named NitLabEduca for studying the spinal cord with an interactive exploration of 3D rotating models in the macroscopic scale, theoretical content of its specificities, animations, and simulations regarding its physiology. To investigate NitLabEduca’s effects, eighty individuals with and without previous neuroanatomy knowledge were selected and grouped into control and experimental groups. Divided, they performed learning tasks through a questionnaire. We used the System Usability Scale (SUS) to evaluate the usability level of the mobile application and a complimentary survey to verify the adherence level to the use of mobile applications in higher education. As a result, we observed that participants of both groups who started the task with the application and finished with text had more correct results in the test (p < 0.001). SUS results were promising in terms of usability and learning factor. We concluded that studying the spinal cord through NitLabEduca seems to favor learning when used as a complement to the printed material.
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Tripodi N, Kelly K, Husaric M, Wospil R, Fleischmann M, Johnston S, Harkin K. The Impact of Three-Dimensional Printed Anatomical Models on First-Year Student Engagement in a Block Mode Delivery. ANATOMICAL SCIENCES EDUCATION 2020; 13:769-777. [PMID: 32163665 PMCID: PMC7687145 DOI: 10.1002/ase.1958] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/30/2019] [Revised: 03/04/2020] [Accepted: 03/09/2020] [Indexed: 06/10/2023]
Abstract
Student engagement is known to have several positive effects on learning outcomes and can impact a student's university experience. High levels of engagement in content-heavy subjects can be difficult to attain. Due to a major institutional restructure, the anatomy prosection laboratory time per subject was dramatically reduced. In response, the authors set out to redesign their anatomy units with a focus on engaging the learning activities that would increase time-on-task both within and outside of the classroom. One of these curriculum changes was the implementation of a suite of anatomy learning activities centered on sets of three-dimensional printed upper limb skeleton models. A two-part mixed-method sequential exploratory design was used to evaluate these activities. Part one was a questionnaire that evaluated the students' engagement with and perceptions of the models. Part two involved focus groups interviews, which were an extension of the survey questions in part one. The results of the study indicated that the majority of students found the models to be an engaging resource that helped improve their study habits. As a result, students strongly felt that the use of the models inspired greater academic confidence and overall better performance in their assessments. Overall, the models were an effective way of increasing the engagement and deep learning, and reinforced previous findings from the medical education research. Future research should investigate the effects of these models on student's grades within osteopathy and other allied health courses.
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MESH Headings
- Anatomy/education
- Curriculum
- Education, Medical, Undergraduate/methods
- Education, Medical, Undergraduate/organization & administration
- Educational Measurement/statistics & numerical data
- Focus Groups
- Humans
- Imaging, Three-Dimensional
- Models, Anatomic
- Models, Educational
- Osteopathic Medicine/education
- Printing, Three-Dimensional
- Problem-Based Learning/methods
- Program Evaluation
- Qualitative Research
- Stakeholder Participation
- Students, Medical/psychology
- Students, Medical/statistics & numerical data
- Surveys and Questionnaires/statistics & numerical data
- Universities/organization & administration
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Affiliation(s)
| | - Kate Kelly
- First Year CollegeVictoria UniversityMelbourneVictoriaAustralia
| | - Maja Husaric
- First Year CollegeVictoria UniversityMelbourneVictoriaAustralia
| | - Rebecca Wospil
- First Year CollegeVictoria UniversityMelbourneVictoriaAustralia
| | - Michael Fleischmann
- Osteopathy DivisionCollege of Health and BiomedicineVictoria UniversityMelbourneVictoriaAustralia
| | - Susan Johnston
- First Year CollegeVictoria UniversityMelbourneVictoriaAustralia
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Chedid VG, Kamath AA, M Knudsen J, Frimannsdottir K, Yost KJ, R Geske J, Morris JM, Taner T, Matsumoto JM, Kamath PS. Three-Dimensional-Printed Liver Model Helps Learners Identify Hepatic Subsegments: A Randomized-Controlled Cross-Over Trial. Am J Gastroenterol 2020; 115:1906-1910. [PMID: 33156110 DOI: 10.14309/ajg.0000000000000958] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Abstract
INTRODUCTION The purpose of this study was to find out whether 3-dimensional (3D)-printed models improved the learners' ability to identify liver segments. METHODS A total of 116 physicians from 3 disciplines were tested in a cross-over trial at baseline and after teaching with 3D models and 2-dimensional (2D) images. Adjusted multilevel-mixed models were used to compare scores at baseline and after 3D and 2D. RESULTS Accuracy in identifying hepatic segments was higher with 3D first than 2D (77% vs 69%; P = 0.05) and not significantly improved by a combination of 3D and 2D. Increased confidence in segment identification was highest in trainees after 3D (P = 0.04). DISCUSSION 3D-printed models facilitate learning hepatic segmental anatomy.
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Affiliation(s)
- Victor G Chedid
- Division of Gastroenterology and Hepatology, Mayo Clinic, Rochester, Minnesota, USA
| | - Amika A Kamath
- Department of Radiology, Mayo Clinic, Rochester, Minnesota, USA
| | - John M Knudsen
- Department of Radiology, Mayo Clinic, Rochester, Minnesota, USA
| | - Katrin Frimannsdottir
- Mayo Clinic Center for Clinical and Translational Science, Mayo Clinic, Rochester, Minnesota, USA
| | - Kathleen J Yost
- Department of Health Sciences Research, Mayo Clinic, Rochester, Minnesota, USA
| | - Jennifer R Geske
- Department of Health Sciences Research, Mayo Clinic, Rochester, Minnesota, USA
| | | | - Timucin Taner
- Division of Transplantation Surgery, Mayo Clinic, Rochester, Minnesota, USA
| | | | - Patrick S Kamath
- Division of Gastroenterology and Hepatology, Mayo Clinic, Rochester, Minnesota, USA
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The additional role of virtual to traditional dissection in teaching anatomy: a randomised controlled trial. Surg Radiol Anat 2020; 43:469-479. [PMID: 32940718 PMCID: PMC8021520 DOI: 10.1007/s00276-020-02551-2] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2020] [Accepted: 08/12/2020] [Indexed: 12/20/2022]
Abstract
Introduction Anatomy has traditionally been taught via dissection and didactic lectures. The rising prevalence of informatics plays an increasingly important role in medical education. It is hypothesized that virtual dissection can express added value to the traditional one. Methods Second-year medical students were randomised to study anatomical structures by virtual dissection (intervention) or textbooks (controls), according to the CONSORT guidelines. Subsequently, they applied to the corresponding gross dissection, with a final test on their anatomical knowledge. Univariate analysis and multivariable binary logistic regression were performed. Results The rate of completed tests was 76.7%. Better overall test performance was detected for the group that applied to the virtual dissection (OR 3.75 with 95% CI 0.91–15.49; p = 0.06). A comparable performance between groups in basic anatomical knowledge (p 0.45 to 0.92) but not muscles and 2D-3D reporting of anatomical structures was found, for which the virtual dissection was of tendential benefit (p 0.08 to 0.13). Medical students who applied to the virtual dissection were over three times more likely to report a positive outcome at the post-dissection test than those who applied to textbooks of topographical anatomy. This would be of benefit with particular reference to the understanding of 2D–3D spatial relationships between anatomical structures. Conclusion The combination of virtual to traditional gross dissection resulted in a significant improvement of second-year medical students’ learning outcomes. It could be of help in maximizing the impact of practical dissection, overcoming the contraction of economic resources, and the shortage of available bodies. Electronic supplementary material The online version of this article (10.1007/s00276-020-02551-2) contains supplementary material, which is available to authorized users.
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Zafar S, Zachar JJ. Evaluation of HoloHuman augmented reality application as a novel educational tool in dentistry. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:259-265. [PMID: 31899840 DOI: 10.1111/eje.12492] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/07/2019] [Revised: 11/26/2019] [Accepted: 12/31/2019] [Indexed: 05/16/2023]
Abstract
AIMS To investigate dental student's perception of the augmented reality (AR) head and neck anatomy application and to determine whether the learning environment was beneficial for students compared with traditional cadaver learning. METHODS A total of 88 students participated in a self-administered questionnaire prior to and after the use of AR. This was conducted during anatomy classes for second-year dentistry students. Descriptive data analysis was performed to determine the perceptions of experience gained through AR. RESULTS The study revealed that over two-thirds of participants perceived that it would assist in their learning with 52.3% of participants who agreed and 35.2% of participants who strongly agreed. After the use of HoloHuman, it was found that 43.5% of participants agreed that the 3D anatomical structures improved their understanding of anatomy and 36.5% agreed that they felt more confident about their anatomy skills. The results also demonstrated that only 34.1% agreed that it added value in training compared with relying solely on traditional methods. Overall, 75.3% of participants agreed that HoloHuman teaching should not replace traditional cadaver training. CONCLUSION This study suggested that the use of AR offers an additional mean of dental anatomy training; however, it cannot be used as a replacement for traditional modes of cadaver anatomy training. AR has the potential to be used as an adjunct tool in the learning of dental head and neck anatomy as it has demonstrated increased student engagement and enjoyment; however, limitations with the device still remain.
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Affiliation(s)
- Sobia Zafar
- Discipline Lead for Paediatric Dentistry, School of Dentistry, The University of Queensland, Brisbane, Qld, Australia
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Jeyakumar A, Dissanayake B, Dissabandara L. Dissection in the Modern Medical Curriculum: An Exploration into Student Perception and Adaptions for the Future. ANATOMICAL SCIENCES EDUCATION 2020; 13:366-380. [PMID: 31168930 DOI: 10.1002/ase.1905] [Citation(s) in RCA: 35] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/02/2018] [Revised: 05/18/2019] [Accepted: 05/22/2019] [Indexed: 06/09/2023]
Abstract
For centuries cadaveric dissection has been a cornerstone of medical anatomy education. However, time and financial limitations in modern, compressed medical curricula, coupled with the abundance of alternate modalities, have raised questions about the role of dissection. This study was designed to explore student perceptions of the efficacy of a dissection program for learning musculoskeletal anatomy, and possible adaptations for appropriate inclusion of dissection in the modern medical curricula. A paper-based questionnaire was used to collect data from 174 medical students after completion of cadaveric dissections. Data were analyzed using both quantitative and qualitative methods. Students strongly believed that cadaver-based learning is essential to anatomy education and modern teaching modalities only complement this. Moreover, most students reported that dissection provided an additional, immersive learning experience that facilitated active learning and helped in developing manual competencies. Students with previous dissection experience or an interest in anatomy-related specialties were significantly more likely to attend dissection sessions. Students found that the procedural dissection components enhanced the knowledge of applied anatomy and is beneficial for the development of clinical skills. They welcomed the idea of implementing more procedure-based dissections alongside lectures and prosections-based practical (PBP) sessions. Cadaveric dissection plays an integral role in medical anatomy education. Time restraints and an increased focus on clinical significance, however, demand carefully considered adaptations of existing dissection protocols. The introduction of procedure-based dissection offers an innovative, highly engaging and clinically relevant package that would amalgamate skills essential to medical practice while retaining the benefits that have allowed dissection to stand the test of time.
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Singh P, Alsadoon A, Prasad P, Venkata HS, Ali RS, Haddad S, Alrubaie A. A novel augmented reality to visualize the hidden organs and internal structure in surgeries. Int J Med Robot 2020; 16:e2055. [DOI: 10.1002/rcs.2055] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2018] [Revised: 10/27/2019] [Accepted: 10/28/2019] [Indexed: 11/08/2022]
Affiliation(s)
- P. Singh
- School of Computing and MathematicsCharles Sturt University Sydney New South Wales Australia
| | - Abeer Alsadoon
- School of Computing and MathematicsCharles Sturt University Sydney New South Wales Australia
| | - P.W.C. Prasad
- School of Computing and MathematicsCharles Sturt University Sydney New South Wales Australia
| | | | - Rasha S. Ali
- Department of Computer Techniques EngineeringAL Nisour University College Baghdad Iraq
| | - Sami Haddad
- Department of Oral and Maxillofacial ServicesGreater Western Sydney Area Health Services New South Wales Australia
- Department of Oral and Maxillofacial ServicesCentral Coast Area Health Gosford New South Wales Australia
| | - Ahmad Alrubaie
- Faculty of MedicineUniversity of New South Wales Sydney New South Wales Australia
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O'Rourke JC, Smyth L, Webb AL, Valter K. How Can We Show You, If You Can't See It? Trialing the Use of an Interactive Three-Dimensional Micro-CT Model in Medical Education. ANATOMICAL SCIENCES EDUCATION 2020; 13:206-217. [PMID: 31066239 DOI: 10.1002/ase.1890] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/24/2018] [Revised: 03/13/2019] [Accepted: 05/01/2019] [Indexed: 05/26/2023]
Abstract
Teaching internal structures obscured from direct view is a major challenge of anatomy education. High-fidelity interactive three-dimensional (3D) micro-computed tomography (CT) models with virtual dissection present a possible solution. However, their utility for teaching complex internal structures of the human body is unclear. The purpose of this study was to investigate the use of a realistic 3D micro-CT interactive visualization computer model to teach paranasal sinus anatomy in a laboratory setting during pre-clinical medical training. Year 1 (n = 79) and Year 2 (n = 59) medical students undertook self-directed activities focused on paranasal sinus anatomy in one of two laboratories (traditional laboratory and 3D model). All participants completed pre and posttests before and after the laboratory session. Results of regression analyses predicting post-laboratory knowledge indicate that, when students were inexperienced with the 3D computer technology, use of the model was detrimental to learning for students with greater prior knowledge of the relevant anatomy (P < 0.05). For participants experienced with the 3D computer technology, however, the use of the model was detrimental for students with less prior knowledge of the relevant anatomy (P < 0.001). These results emphasize that several factors need to be considered in the design and effective implementation of such models in the classroom. Under the right conditions, the 3D model is equal to traditional laboratory resources when used as a learning tool. This paper discusses the importance of preparatory training for students and the technical consideration necessary to successfully integrate such models into medical anatomical curricula.
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Affiliation(s)
- Joseph C O'Rourke
- Medical School, College of Health and Medicine, Australian National University, Canberra, Australian Capital Territory, Australia
| | - Lillian Smyth
- Medical School, College of Health and Medicine, Australian National University, Canberra, Australian Capital Territory, Australia
| | - Alexandra L Webb
- Medical School, College of Health and Medicine, Australian National University, Canberra, Australian Capital Territory, Australia
| | - Krisztina Valter
- Medical School, College of Health and Medicine, Australian National University, Canberra, Australian Capital Territory, Australia
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Costa ADS, Gellada N. Cinematic rendering for three-dimensional reconstructions of the chest wall: a new reality. EINSTEIN-SAO PAULO 2020; 18:eMD5223. [PMID: 32049130 PMCID: PMC6999188 DOI: 10.31744/einstein_journal/2020md5223] [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: 06/13/2019] [Accepted: 10/01/2019] [Indexed: 12/16/2022] Open
Abstract
Computed tomography with multiple detectors and the advancement of processors improved rendered images and three-dimensional reconstructions in clinical practice. Traditional axial slices form non-intuitive images because they are seen in only one plane. The three-dimensional reconstructions can show structures details and diseases with complex anatomy in different perspectives. Cinematic rendering is a newly three-dimensional reconstruction technique, already approved for clinical use, which can produce realistic images from traditional computed tomography data. The algorithm used is based on light trajectory methods and the global lighting model, which simulate thousands of images from all possible directions. Thus, the technique shapes the physical propagation of light and generates a realistic three-dimensional image with depth, shadows and more anatomic details. It is a multidimensional rendering acquired through complex lighting effects. The aim of this article was to show the advance of three-dimensional technology with the cinematic rendering in images exams of the thoracic wall.
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Affiliation(s)
| | - Norman Gellada
- Cedars-Sinai S. Mark Taper Foundation Imaging Center, Los Angeles, CA, United States
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Meyer ER, Cui D. Anatomy Visualizations Using Stereopsis: Assessment and Implication of Stereoscopic Virtual Models in Anatomical Education. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2020; 1235:117-130. [PMID: 32488639 DOI: 10.1007/978-3-030-37639-0_7] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
Anatomical knowledge, such as gross anatomy, neuroanatomy, histology, and embryology, involve three-dimensional (3D) learning and interpretation. Virtual 3D models especially have been used in the anatomical sciences both as a supplement to traditional anatomical education with cadaveric specimens and as a substitute for cadavers at institutions that do not utilize human donors for educational purposes. This paper discusses the methods used to assess the models' validation and accuracy, as well as suggestions for the models' improvement. This paper also aims to describe students' learning of anatomy using stereoscopic 3D models and provides a summary of the results from the literature concerning students' performance outcomes using virtual stereoscopic models as well as both students' and experts' perceptions of their utilization. There have been mixed results in the literature concerning the effectiveness of virtual 3D anatomical models in general, but there is limited research on stereoscopic anatomical models specifically. Stereoscopic anatomical models have shown to improve the learning of students, particularly for the students with low spatial ability, and they have the potential to enhance students' understanding of 3D relationships.
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Affiliation(s)
- Edgar R Meyer
- Department of Neurobiology and Developmental Sciences, University of Arkansas for Medical Sciences, Little Rock, AR, USA
| | - Dongmei Cui
- Department of Neurobiology and Anatomical Sciences, Division of Clinical Anatomy, University of Mississippi Medical Center, Jackson, MS, USA.
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Uruthiralingam U, Rea PM. Augmented and Virtual Reality in Anatomical Education - A Systematic Review. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2020; 1235:89-101. [PMID: 32488637 DOI: 10.1007/978-3-030-37639-0_5] [Citation(s) in RCA: 51] [Impact Index Per Article: 12.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
Learning anatomy traditionally has depended on traditional techniques like human cadaveric dissection and the use of textbooks. As technology advances at an ever-rapid speed, there are revolutionary ways to learn anatomy. A number of technologies, techniques and methodologies are utilised in anatomical education, but ones specifically receiving a lot of interest and traction is that of augmented reality and virtual reality. Although there has been a surge in interest in the use of these technologies, the literature is sparse in terms of its evaluation as to the effectiveness of such tools. Therefore, the purpose of this study is to examine in greater detail the literature specifically to see what the best practice in this field could be. By undertaking a systematic review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, we searched for articles in both Web of Science and PubMed. Using the terms "augmented reality and teaching anatomy" yielded 88 articles. We then used "virtual reality and teaching anatomy" which resulted in 200 articles. We examined these articles, including that on augmented reality and virtual reality used to teach anatomy to undergraduate and postgraduate students, residents, dentistry, nursing and veterinary students. Articles were excluded if they were systematic reviews, literature reviews, review articles, news articles, articles not written in English and any literature that presented how a virtual model was created without the evidence of students testing it. The inclusion and exclusion criteria for virtual reality were the same as augmented reality. In addition, we examined the articles to identify if they contained data which was quantitative, qualitative or both. The articles were further separated into those which were pro, neutral or against for the use of these digital technologies. Of the 288 articles, duplicate articles totalling 67 were removed and 134 articles were excluded according to our exclusion criteria. Of the 31 articles related to augmented reality, 30 were pro, one neutral and no articles against the use of this technology. Fifty-six articles related to virtual reality were categorised resulted in 45 pro, eight neutral and three against the use of this technology. Overall, the results indicate most articles identified related to both virtual and augmented reality were for the use of those technologies, than neutral or against. This systemic review highlights the recent advances of both augmented reality and virtual reality to implementing the technology into the anatomy course.
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Affiliation(s)
- Umaiyalini Uruthiralingam
- Anatomy Facility, School of Life Sciences, College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, UK
| | - Paul M Rea
- Anatomy Facility, School of Life Sciences, College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, UK.
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Accuracy and Reliability of Measurements Obtained from 3-Dimensional Rabbit Mandible Model: A Micro-Computed Tomography Study. ACTA VET-BEOGRAD 2019. [DOI: 10.2478/acve-2019-0015] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Abstract
The aim of this study was to evaluate the mandibular morphometric measurements of male and female rabbits using three-dimensional digital model and real bone measurements. Ten (5 female, 5 male) rabbits with no bone deformities were used in the study. Three-dimensional models were produced from two-dimensional microcomputed tomography images of the rabbit’s mandible. Biometric data were obtained by using the same measuring points over both three-dimensional models and real bone samples. There was only a significant main effect of gender for the greatest length of the mandible, length from aboral border of the alveolus of third molar teeth to infradentale, length of the diastema, height of the vertical ramus (measured in projection), distance from the incisor to the oral border of mental foramen, distance from aboral border of mental foramen to caudal border of mandible, distance between retroalveolar foramen and caudal border of mandible. For these measurements, calculated data for females are significantly higher than the males (p<0.05). It was found to be statistically significant between methods only for the length of the cheek tooth row and height of the vertical ramus values (p<0.05). In this study, it was understood that 3D morphometric measurements for bone tissue could be used with accuracy and reliability especially in anatomy and orthodontics areas as an alternative to traditional measurements made with a digital caliper.
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Lone M, Vagg T, Theocharopoulos A, Cryan JF, Mckenna JP, Downer EJ, Toulouse A. Development and Assessment of a Three-Dimensional Tooth Morphology Quiz for Dental Students. ANATOMICAL SCIENCES EDUCATION 2019; 12:284-299. [PMID: 30378278 DOI: 10.1002/ase.1815] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2017] [Revised: 05/21/2018] [Accepted: 06/12/2018] [Indexed: 06/08/2023]
Abstract
Tooth morphology has a pivotal role in the dental curriculum and provides one of the important foundations of clinical practice. To supplement tooth morphology teaching a three-dimensional (3D) quiz application (app) was developed. The 3D resource enables students to study tooth morphology actively by selecting teeth from an interactive quiz, modify their viewpoint and level of zoom. Additionally, students are able to rotate the tooth to obtain a 3D spatial understanding of the different surfaces of the tooth. A cross-over study was designed to allow comparison of students' results after studying with the new application or traditionally with extracted/model teeth. Data show that the app provides an efficient learning tool and that students' scores improve with usage (18% increase over three weeks, P < 0.001). Data also show that student assessment scores were correlated with scores obtained while using the app but were not influenced by the teaching modality initially accessed (r2 = 0.175, P < 0.01). Comparison of the 2016 and 2017 class performance shows that the class that had access to the app performed significantly better on their final tooth morphology assessment (68.0% ±15.0 vs. 75.3% ±13.4, P < 0.01). Furthermore, students reported that the 3D application was intuitive, provided useful feedback, presented the key features of the teeth, and assisted in learning tooth morphology. The 3D tooth morphology app thus provides students with a useful adjunct teaching tool for learning dental anatomy. Anat Sci Educ 00: 000-000. © 2018 American Association of Anatomists.
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Affiliation(s)
- Mutahira Lone
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
| | - Tamara Vagg
- Department of Computer Science, University College Cork, Cork, Ireland
| | | | - John F Cryan
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
| | - Joseph P Mckenna
- Cork University Dental School and Hospital, University College Cork, Cork, Ireland
| | - Eric J Downer
- Discipline of Physiology, School of Medicine, Trinity College Dublin, Dublin, Ireland
| | - André Toulouse
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
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Park S, Kim Y, Park S, Shin JA. The impacts of three-dimensional anatomical atlas on learning anatomy. Anat Cell Biol 2019; 52:76-81. [PMID: 30984455 PMCID: PMC6449593 DOI: 10.5115/acb.2019.52.1.76] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2018] [Revised: 11/08/2018] [Accepted: 11/16/2018] [Indexed: 11/27/2022] Open
Abstract
Gross anatomy has traditionally been the foundation of medical education. Medical students have learned the structure of the human body through dissection, lecture, and textbooks. As tablets and three-dimensional (3D) applications are developed, 3D atlas applications are utilized in learning anatomy by medical students. The purpose of this research is to investigate the impacts of 3D atlas applications on students' understanding of gross anatomy. This research was targeted at medical students taking the Anatomy and Embryology class in 2017 and 2018, at Ewha Womans University. The correlation between use of 3D atlas and student's results on the Anatomy and Embryology test was analyzed. An open-book anatomy quiz was also carried out to analyze the correlation between the type of atlas each student refers to and the results of the quiz. Independent t test between groups did not show statistically significant difference in the results of the Anatomy and Embryology test. However, the group referring to 3D atlas showed significantly higher results on the simple questions of the open-book anatomy quiz (P<0.05). In conclusion, 3D atlas is not very helpful in acquiring deep anatomical knowledge or memorizing the location of anatomical structures, but it can simply aid in the rapid identification of anatomical structures. Additionally, the 3D atlas will show good synergy with the two-dimensional atlas if used properly in anatomy education, because most students think it is useful to use the 3D atlas.
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Affiliation(s)
- Sohyun Park
- College of Medicine, Ewha Womans University, Seoul, Korea
| | - Yumin Kim
- College of Medicine, Ewha Womans University, Seoul, Korea
| | - Sohyeon Park
- College of Medicine, Ewha Womans University, Seoul, Korea
| | - Jung-A Shin
- Department of Anatomy, Ewha Womans University College of Medicine, Seoul, Korea
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