Medical student perception of anatomage – A 3D interactive anatomy dissection table

The Effectiveness of OsiriX and the Anatomage Virtual Dissection Table in Enhancing Neuroanatomy and Neuroradiology Teaching

Introduction

In recent years with the advent of technology in medical education, teaching methodology has shifted towards heavy use of online-learning modalities. This has been especially the case for anatomy and radiology courses since they require students to visualize structures of the human body. Several studies indicated that Anatomage and OsiriX can be effective at enhancing students' learning experiences in anatomy and radiology.

Purpose

This aim of this study is to assess the effectiveness of online case-based learning modules in teaching medical students about the anatomy and radiology of different types of brain tumors.

Methods

Two online case-based learning modules were designed using Anatomage Table® and OsiriX DICOM viewer®, consisting of a clinical case and CT and MRI images. We recruited 36 fourth-year medical students that completed two 10-question quizzes (one on glioblastoma multiforme and one on pituitary adenomas). Participants were randomly assigned to either a study group that completed both modules prior to completing the quizzes, or a control group that completed the quizzes without access to the modules. The performance of both groups was compared to assess the effectiveness of the modules. Participants in the study group also completed a feedback survey to assess the quality and convenience of using the modules.

Results

Students who used the case-based learning modules performed significantly better than those who did not (Quiz 1: mean = 6.56 vs 3.28, p<0.01. Quiz 2: mean = 6.67 vs 3.06, p<0.01). Students who completed the modules would like to see similar modules used in teaching anatomy and radiology in the future (64%). They found them easy to navigate (72%), useful in teaching anatomy and radiology (72%), and helpful in improving understanding of anatomical and radiological clinical correlations (77%).

Conclusion

Online case-based learning modules created using Anatomage and OsiriX can be used effectively in teaching medical students about the anatomy and radiology of different types of brain tumors.

Use of the Anatomage Virtual Table in Medical Education and as a Diagnostic Tool: An Integrative Review

Studies on human anatomy mainly depend on cadaver dissection. New technology devices have progressed to improve anatomy teaching, such as the 3D Anatomage virtual dissection table. There is a shortage and deficiency in information about the uses and benefits of the Anatomage table. The aim of this article was to review and assess the current evidence about the advantages of the Anatomage virtual table in medical education and curricula of medical courses, and its utility in diagnosis. The current study is a comprehensive systematic review. A search was conducted on online medical and scientific databases. Twenty-nine articles relevant to the content of the current research topic were selected. Based on this review, the use of the Anatomage table is valuable for anatomy learning outcomes, and most of the research supported it as an important anatomy tool in addition to cadaveric dissection. The Anatomage table in association with human dissection can improve knowledge retention of anatomy. It is an important tool for understanding organ variation. Anatomage is now considered an important tool for the educational training programs of medical students and residents and for disease diagnosis and prognosis. Anatomage can make the curriculum more interesting and valuable. Utilizing the Anatomage table can help medical and paramedical students and residents by assisting them to understand anatomy in a better way. It will also improve radiological knowledge and facilitate pre-planning for surgeries. Finally, it has a crucial role during exceptional circumstances such as pandemics.

Diffusion of Technology in the Teaching of Neuroanatomy in Times of Pandemic: A Medical and Academic Perspective on Learning

The Covid-19 pandemic has caused major changes in many sectors of society worldwide. The issue of medical education stands out since it had to adapt to the rules of social isolation, ensuing discussions about the computerization of teaching methodology, particularly in neuroanatomy. In particular, the latter showed satisfactory adaptability to new technologies and highly promising learning results. During this review, we aim to evaluate the current state of neuroanatomy teaching and evaluate the possibilities of incorporating technology into teaching–learning of human anatomy in a post-pandemic world.

Three-Dimensional Virtual Anatomy as a New Approach for Medical Student's Learning

Most medical and health science schools adopt innovative tools to implement the teaching of anatomy to their undergraduate students. The increase in technological resources for educational purposes allows the use of virtual systems in the field of medicine, which can be considered decisive for improving anatomical knowledge, a requisite for safe and competent medical practice. Among these virtual tools, the Anatomage Table 7.0 represents, to date, a pivotal anatomical device for student education and training medical professionals. This review focuses attention on the potential of the Anatomage Table in the anatomical learning process and clinical practice by discussing these topics based on recent publication findings and describing their trends during the COVID-19 pandemic period. The reports documented a great interest in and a positive impact of the use of this technological table by medical students for teaching gross anatomy. Anatomage allows to describe, with accuracy and at high resolution, organ structure, vascularization, and innervation, as well as enables to familiarize with radiological images of real patients by improving knowledge in the radiological and surgical fields. Furthermore, its use can be considered strategic in a pandemic period, since it ensures, through an online platform, the continuation of anatomical and surgical training on dissecting cadavers.

Students' Perceptions and Attitudes After Exposure to Three Different Instructional Strategies in Applied Anatomy

BACKGROUND

The advancements of technologies have developed anatomical education into a new era. The study aims to assess medical students' performance and overall satisfaction who used the anatomage table and plastinated specimens for the teaching and learning anatomy courses.

METHODS

A cross-sectional study was conducted on students of the first-year college of medicine at Imam Mohammad Ibn Saud Islamic University (IMSIU). Students were randomly distributed equally into three groups A, B, and C. All groups were taken two sessions of lectures for one hour each. Each lecture was followed by a practical session of two hours. Group A learned with the "Anatomage" table and Group B learned the same topics on plastinated specimens. Group C was learning on both plastinated specimens and the "Anatomage" table. The objective structured practical examination was given to all students immediately after the practical sessions. A structured questionnaire was given to each group to determine the students' views on the educational methods.

RESULTS

There was a statistically significant difference between the means of the total scale scores for the three teaching methods, where students expressed a higher attitude towards both strategies for teaching in comparison to the anatomage table and plastinated models for teaching, where the means were 18±4.4, 18.3±4.6, 20.4±5.6, respectively, F=12.6 and P=0.0001. There were higher and positive students' attitudes regarding the five statements in favor of both models teaching compared to anatomage table and plastinated model teaching alone.

CONCLUSION

The first-year medical students have valued the combination of anatomage table and plastinated prosections in learning and assessing anatomy education at the undergraduate level. The advantages outweigh the limitation of these educational tools.

3D rendering as a tool for cardiac anatomy learning in medical students

Introduction: Teaching cardiac anatomy, due to its complexity, is a constant challenge for professors and students. This situation has led to the creation of new pedagogical strategies, including the use of 3D rendering, to improve learning.Objective: To assess the impact of 3D rendering as a digital instrument on cardiac anatomy learning.Materials and methods: An experimental study was carried out with two groups of students from a medical program randomly selected. Each group consisted of 40 students; one was the control group (3HB) and the other, the study group (3HA). Both groups attended lectures and practices in the dissection hall of the university, that is, they received training using the traditional methodology. The control group received training using the traditional methodology, as well as instruction using anatomy atlas texts, while the 3HA group received training using the 3D Heart-tomy software, a three-dimensional virtual instrument.Results: Theoretical and practical tests were analyzed, and an opinion survey was conducted, which allowed finding that the students of the 3HA group had better academic performance in the theoretical test than the control group.Conclusion: Didactic and digital 3D media facilitate the understanding of the location of the anatomical structure, and works as a pedagogical tool, although it does not replace practices in the dissection hall.