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Diegritz C, Fotiadou C, Fleischer F, Reymus M. Tooth Anatomy Inspector: A comprehensive assessment of an extended reality (XR) application designed for teaching and learning of root canal anatomy by students. Int Endod J 2024. [PMID: 39046181 DOI: 10.1111/iej.14124] [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: 11/02/2023] [Revised: 07/10/2024] [Accepted: 07/11/2024] [Indexed: 07/25/2024]
Abstract
AIM To develop and evaluate a suitable software application for mobile devices designed for teaching root canal anatomy to undergraduate students in an informative and engaging manner. METHODOLOGY Extracted human teeth were scanned by μCT and digitized by converting into STL files. An extended reality (XR) application illustrating the root canal anatomy of the scanned teeth was developed. Prior to deployment, undergraduate dental students were voluntarily asked about their expectations regarding an educational application on tooth anatomy. After a testing phase of the application on a mobile device and within a virtual reality environment, a subsequent evaluation was conducted to assess their overall experience in relation to their initial expectations. Data were analysed using Kolmogorov-Smirnov test and Mann-Whitney U test. The level of significance was set to .05 (p = .05). RESULTS The application was able to meet the expectations of the students in all categories (p < .466-.731). Furthermore, it was evaluated as user-friendly (98.2%) and highly motivating for the purpose of learning more on root canal anatomy (100%). CONCLUSION Given the overwhelmingly positive reception from undergraduate dental students, the application emerges to be a promising supplementary teaching method for the endodontic curriculum.
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Affiliation(s)
- Christian Diegritz
- Department of Conservative Dentistry and Periodontology, LMU University Hospital, LMU Munich, Munich, Germany
| | - Christina Fotiadou
- Department of Conservative Dentistry and Periodontology, LMU University Hospital, LMU Munich, Munich, Germany
| | - Felix Fleischer
- Department of Conservative Dentistry and Periodontology, University Hospital Innsbruck, Innsbruck, Austria
| | - Marcel Reymus
- Department of Conservative Dentistry and Periodontology, LMU University Hospital, LMU Munich, Munich, Germany
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Neri I, Cercenelli L, Marcuccio M, Lodi S, Koufi FD, Fazio A, Marvi MV, Marcelli E, Billi AM, Ruggeri A, Tarsitano A, Manzoli L, Badiali G, Ratti S. Dissecting human anatomy learning process through anatomical education with augmented reality: AEducAR 2.0, an updated interdisciplinary study. ANATOMICAL SCIENCES EDUCATION 2024; 17:693-711. [PMID: 38520153 DOI: 10.1002/ase.2389] [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: 07/18/2023] [Revised: 01/22/2024] [Accepted: 01/22/2024] [Indexed: 03/25/2024]
Abstract
Anatomical education is pivotal for medical students, and innovative technologies like augmented reality (AR) are transforming the field. This study aimed to enhance the interactive features of the AEducAR prototype, an AR tool developed by the University of Bologna, and explore its impact on human anatomy learning process in 130 second-year medical students at the International School of Medicine and Surgery of the University of Bologna. An interdisciplinary team of anatomists, maxillofacial surgeons, biomedical engineers, and educational scientists collaborated to ensure a comprehensive understanding of the study's objectives. Students used the updated version of AEducAR, named AEducAR 2.0, to study three anatomical topics, specifically the orbit zone, facial bones, and mimic muscles. AEducAR 2.0 offered two learning activities: one explorative and one interactive. Following each activity, students took a test to assess learning outcomes. Students also completed an anonymous questionnaire to provide background information and offer their perceptions of the activity. Additionally, 10 students participated in interviews for further insights. The results demonstrated that AEducAR 2.0 effectively facilitated learning and students' engagement. Students totalized high scores in both quizzes and declared to have appreciated the interactive features that were implemented. Moreover, interviews shed light on the interesting topic of blended learning. In particular, the present study suggests that incorporating AR into medical education alongside traditional methods might prove advantageous for students' academic and future professional endeavors. In this light, this study contributes to the growing research emphasizing the potential role of AR in shaping the future of medical education.
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Affiliation(s)
- Irene Neri
- Cellular Signalling Laboratory, Anatomy Center, Department of Biomedical and Neuromotor Sciences (DIBINEM), University of Bologna, Bologna, Italy
| | - Laura Cercenelli
- eDIMES Lab-Laboratory of Bioengineering, Department of Medical and Surgical Sciences (DIMEC), University of Bologna, Bologna, Italy
| | - Massimo Marcuccio
- Department of Educational Science "Giovanni Maria Bertin", University of Bologna, Bologna, Italy
| | - Simone Lodi
- Cellular Signalling Laboratory, Anatomy Center, Department of Biomedical and Neuromotor Sciences (DIBINEM), University of Bologna, Bologna, Italy
| | - Foteini-Dionysia Koufi
- Cellular Signalling Laboratory, Anatomy Center, Department of Biomedical and Neuromotor Sciences (DIBINEM), University of Bologna, Bologna, Italy
| | - Antonietta Fazio
- Cellular Signalling Laboratory, Anatomy Center, Department of Biomedical and Neuromotor Sciences (DIBINEM), University of Bologna, Bologna, Italy
| | - Maria Vittoria Marvi
- Cellular Signalling Laboratory, Anatomy Center, Department of Biomedical and Neuromotor Sciences (DIBINEM), University of Bologna, Bologna, Italy
| | - Emanuela Marcelli
- eDIMES Lab-Laboratory of Bioengineering, Department of Medical and Surgical Sciences (DIMEC), University of Bologna, Bologna, Italy
| | - Anna Maria Billi
- Cellular Signalling Laboratory, Anatomy Center, Department of Biomedical and Neuromotor Sciences (DIBINEM), University of Bologna, Bologna, Italy
| | - Alessandra Ruggeri
- Cellular Signalling Laboratory, Anatomy Center, Department of Biomedical and Neuromotor Sciences (DIBINEM), University of Bologna, Bologna, Italy
| | - Achille Tarsitano
- Department of Biomedical and Neuromotor Sciences (DIBINEM), University of Bologna, Bologna, Italy
- Department of Maxillo-Facial Surgery, IRCCS Azienda Ospedaliero-Universitaria di Bologna, Bologna, Italy
| | - Lucia Manzoli
- Cellular Signalling Laboratory, Anatomy Center, Department of Biomedical and Neuromotor Sciences (DIBINEM), University of Bologna, Bologna, Italy
| | - Giovanni Badiali
- Department of Biomedical and Neuromotor Sciences (DIBINEM), University of Bologna, Bologna, Italy
- Department of Maxillo-Facial Surgery, IRCCS Azienda Ospedaliero-Universitaria di Bologna, Bologna, Italy
| | - Stefano Ratti
- Cellular Signalling Laboratory, Anatomy Center, Department of Biomedical and Neuromotor Sciences (DIBINEM), University of Bologna, Bologna, Italy
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Begagić E, Bečulić H, Pugonja R, Memić Z, Balogun S, Džidić-Krivić A, Milanović E, Salković N, Nuhović A, Skomorac R, Sefo H, Pojskić M. Augmented Reality Integration in Skull Base Neurosurgery: A Systematic Review. MEDICINA (KAUNAS, LITHUANIA) 2024; 60:335. [PMID: 38399622 PMCID: PMC10889940 DOI: 10.3390/medicina60020335] [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: 12/26/2023] [Revised: 02/05/2024] [Accepted: 02/09/2024] [Indexed: 02/25/2024]
Abstract
Background and Objectives: To investigate the role of augmented reality (AR) in skull base (SB) neurosurgery. Materials and Methods: Utilizing PRISMA methodology, PubMed and Scopus databases were explored to extract data related to AR integration in SB surgery. Results: The majority of 19 included studies (42.1%) were conducted in the United States, with a focus on the last five years (77.8%). Categorization included phantom skull models (31.2%, n = 6), human cadavers (15.8%, n = 3), or human patients (52.6%, n = 10). Microscopic surgery was the predominant modality in 10 studies (52.6%). Of the 19 studies, surgical modality was specified in 18, with microscopic surgery being predominant (52.6%). Most studies used only CT as the data source (n = 9; 47.4%), and optical tracking was the prevalent tracking modality (n = 9; 47.3%). The Target Registration Error (TRE) spanned from 0.55 to 10.62 mm. Conclusion: Despite variations in Target Registration Error (TRE) values, the studies highlighted successful outcomes and minimal complications. Challenges, such as device practicality and data security, were acknowledged, but the application of low-cost AR devices suggests broader feasibility.
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Affiliation(s)
- Emir Begagić
- Department of General Medicine, School of Medicine, University of Zenica, Travnička 1, 72000 Zenica, Bosnia and Herzegovina;
| | - Hakija Bečulić
- Department of Neurosurgery, Cantonal Hospital Zenica, Crkvice 67, 72000 Zenica, Bosnia and Herzegovina; (H.B.)
- Department of Anatomy, School of Medicine, University of Zenica, Travnička 1, 72000 Zenica, Bosnia and Herzegovina;
| | - Ragib Pugonja
- Department of Anatomy, School of Medicine, University of Zenica, Travnička 1, 72000 Zenica, Bosnia and Herzegovina;
| | - Zlatan Memić
- Department of General Medicine, School of Medicine, University of Zenica, Travnička 1, 72000 Zenica, Bosnia and Herzegovina;
| | - Simon Balogun
- Division of Neurosurgery, Department of Surgery, Obafemi Awolowo University Teaching Hospitals Complex, Ilesa Road PMB 5538, Ile-Ife 220282, Nigeria
| | - Amina Džidić-Krivić
- Department of Neurology, Cantonal Hospital Zenica, Crkvice 67, 72000 Zenica, Bosnia and Herzegovina
| | - Elma Milanović
- Neurology Clinic, Clinical Center University of Sarajevo, Bolnička 25, 71000 Sarajevo, Bosnia and Herzegovina
| | - Naida Salković
- Department of General Medicine, School of Medicine, University of Tuzla, Univerzitetska 1, 75000 Tuzla, Bosnia and Herzegovina;
| | - Adem Nuhović
- Department of General Medicine, School of Medicine, University of Sarajevo, Univerzitetska 1, 71000 Sarajevo, Bosnia and Herzegovina;
| | - Rasim Skomorac
- Department of Neurosurgery, Cantonal Hospital Zenica, Crkvice 67, 72000 Zenica, Bosnia and Herzegovina; (H.B.)
- Department of Surgery, School of Medicine, University of Zenica, Travnička 1, 72000 Zenica, Bosnia and Herzegovina
| | - Haso Sefo
- Neurosurgery Clinic, Clinical Center University of Sarajevo, Bolnička 25, 71000 Sarajevo, Bosnia and Herzegovina
| | - Mirza Pojskić
- Department of Neurosurgery, University Hospital Marburg, Baldingerstr., 35033 Marburg, Germany
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Silvero Isidre A, Friederichs H, Müther M, Gallus M, Stummer W, Holling M. Mixed Reality as a Teaching Tool for Medical Students in Neurosurgery. MEDICINA (KAUNAS, LITHUANIA) 2023; 59:1720. [PMID: 37893438 PMCID: PMC10608296 DOI: 10.3390/medicina59101720] [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: 07/31/2023] [Revised: 09/03/2023] [Accepted: 09/21/2023] [Indexed: 10/29/2023]
Abstract
Background and Objectives: Simulation-based learning within neurosurgery provides valuable and realistic educational experiences in a safe environment, enhancing the current teaching model. Mixed reality (MR) simulation can deliver a highly immersive experience through head-mounted displays and has become one of the most promising teaching tools in medical education. We aimed to identify whether an MR neurosurgical simulation module within the setting of an undergraduate neurosurgical hands-on course could improve the satisfaction of medical students. Materials and Methods: The quasi-experimental study with 223 medical students [120 in the conventional group (CG) and 103 in the MR-group (MRG)] was conducted at the University Hospital Münster, Münster, Germany. An MR simulation module was presented to the intervention group during an undergraduate neurosurgical hands-on course. Images of a skull fracture were reconstructed into 3D formats compatible with the MR-Viewer (Brainlab, Munich, Germany). Participants could interact virtually with the model and plan a surgical strategy using Magic Leap goggles. The experience was assessed by rating the course on a visual analog scale ranging from 1 (very poor) to 100 (very good) and an additional Likert-scale questionnaire. Results: The satisfaction score for CG and MRG were 89.3 ± 13.3 and 94.2 ± 7.5, respectively. The Wilcoxon rank-sum test showed that MR users (Mdn = 97.0, IQR = 4, n = 103) were significantly more satisfied than CG users (Mdn = 93.0, IQR = 10, n = 120; ln(W) = 8.99, p < 0.001) with moderate effect size (r^biserial = 0.30, CI95 [0.15, 0.43]), thus indicating that the utilization of MR-simulation is associated with greater satisfaction. Conclusions: This study reports a positive response from medical students towards MR as an educational tool. Feedback from the medical students encourages the adoption of disruptive technologies into medical school curricula.
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Affiliation(s)
| | | | - Michael Müther
- Department for Neurosurgery, University Hospital Münster, 48149 Münster, Germany
| | - Marco Gallus
- Department for Neurosurgery, University Hospital Münster, 48149 Münster, Germany
| | - Walter Stummer
- Department for Neurosurgery, University Hospital Münster, 48149 Münster, Germany
| | - Markus Holling
- Department for Neurosurgery, University Hospital Münster, 48149 Münster, Germany
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Shahzad H, Bhatti NS, Phillips FM, Khan SN. Applications of Augmented Reality in Orthopaedic Spine Surgery. J Am Acad Orthop Surg 2023; 31:e601-e609. [PMID: 37105182 DOI: 10.5435/jaaos-d-23-00023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Accepted: 03/27/2023] [Indexed: 04/29/2023] Open
Abstract
The application of augmented reality (AR) in surgical settings has primarily been as a navigation tool in the operating room because of its ease of use and minimal effect on surgical procedures. The surgeon can directly face the surgical field while viewing 3D anatomy virtually, thus reducing the need to look at an external display, such as a navigation system. Applications of AR are being explored in spine surgery. The basic principles of AR include data preparation, registration, tracking, and visualization. Current literature provides sufficient preclinical and clinical data evidence for the use of AR technology in spine surgery. AR systems are efficient assistive devices, providing greater accuracy for insertion points, more comfort for surgeons, and reduced operating time. AR technology also has beneficial applications in surgical training, education, and telementorship for spine surgery. However, costs associated with specially designed imaging equipment and physicians' comfort in using this technology continue to remain barriers to its adoption. As this technology evolves to a more widespread use, future applications will be directed by the cost-effectiveness of AR-assisted surgeries.
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Affiliation(s)
- Hania Shahzad
- From the Department of Orthopedics, The Ohio State University, Wexner Medical Center, Columbus, OH (Shahzad, Bhatti, and Khan) and Department of Orthopedics, Rush University Medical Center, Chicago, IL (Phillips)
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Agrawal S, Austin S. An idea to explore: Augmented reality and LEGO® brick modeling in the biochemistry and cell biology classroom-two tactile ways to teach biomolecular structure-Function. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2023; 51:439-445. [PMID: 37022094 DOI: 10.1002/bmb.21734] [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: 03/08/2022] [Revised: 03/05/2023] [Accepted: 03/26/2023] [Indexed: 06/19/2023]
Abstract
We present here two accessible ways for enhanced understanding of complex biological structures and their function in undergraduate Biology and Biochemistry classrooms. These methods can be applied for in-class instruction as well as for remote lessons, as they are cheap, easily available and easy to implement. LEGO® bricks and MERGE CUBE based augmented reality can be applied to make three-dimensional representation for any structure available on PDB. We envisage these techniques to be useful for students when visualizing simple stereochemical problems or complex pathway interactions.
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Affiliation(s)
- Swati Agrawal
- Department of Biology, University of Mary Washington, Fredericksburg, Virginia, USA
| | - Shane Austin
- Department of Biological & Chemical Sciences, The University of the West Indies Cave Hill Campus, Bridgetown, Barbados
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Hatzl J, Hartmann N, Böckler D, Henning D, Peters A, Meisenbacher K, Uhl C. "Mixed Reality" in patient education prior to abdominal aortic aneurysm repair. VASA 2023; 52:160-168. [PMID: 36891667 DOI: 10.1024/0301-1526/a001062] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/10/2023]
Abstract
Background: To investigate the usability of Mixed-Reality (MR) during patient education in patients scheduled for abdominal aortic aneurysm (AAA) repair. Patients and methods: Consecutive patients scheduled for elective AAA repair were block-randomized in either the Mixed-Reality group (MR group) or the conventional group (control group). Patients of both groups were educated about open and endovascular repair of their respective AAA. The MR group was educated using a head-mounted display (HMD) demonstrating a three-dimensional virtual reconstruction of the respective patient's vascular anatomy. The control group was educated using a conventional two-dimensional monitor to display the patient's vasculature. Outcomes were informational gain as well as patient satisfaction with the educational process. (DRKS-ID: DRKS00025174). Results: 50 patients were included with 25 patients in either group. Both groups demonstrated improvements in scores in the Informational Gain Questionnaire (IGQ) when comparing pre- and post-education scores. (MR group: 6.5 points (±1.8) versus 7.9 points (±1.5); Control group: 6.2 points (±1.8) versus 7.6 points (±1.6); p<0.01) There was no significant difference between the MR group and the control group either in informational gain (MR group: 1.4±1.8; Control group: 1.4±1.8; p=0.5) nor in patient satisfaction scores (MR group: mean 18.3 of maximum 21 points (±3.7); Control group: mean 17 of 21 points (±3.6); p=0.1) Multiple regression revealed no correlation between the use of MR and informational gain or patient satisfaction. Usability of the system was rated high, and patients' subjective assessment of MR was positive. Conclusions: The use of MR in patient education of AAA patients scheduled for elective repair is feasible. While patients reported positively on the use of MR in education, similar levels of informational gain and patient satisfaction can be achieved with MR and conventional methods.
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Affiliation(s)
- Johannes Hatzl
- Department of Vascular and Endovascular Surgery, University Hospital Heidelberg, Germany
| | - Niklas Hartmann
- Department of Vascular and Endovascular Surgery, University Hospital Heidelberg, Germany
| | - Dittmar Böckler
- Department of Vascular and Endovascular Surgery, University Hospital Heidelberg, Germany
| | - Daniel Henning
- Department of Vascular and Endovascular Surgery, University Hospital Heidelberg, Germany
| | - Andreas Peters
- Department of Vascular and Endovascular Surgery, University Hospital Heidelberg, Germany
| | - Katrin Meisenbacher
- Department of Vascular and Endovascular Surgery, University Hospital Heidelberg, Germany
| | - Christian Uhl
- Department of Vascular and Endovascular Surgery, University Hospital Heidelberg, Germany
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Kochhar S, Tasnim T, Gupta A. Is cadaveric dissection essential in medical education? A qualitative survey comparing pre-and post-COVID-19 anatomy courses. J Osteopath Med 2023; 123:19-26. [PMID: 36039567 DOI: 10.1515/jom-2022-0016] [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: 01/20/2022] [Accepted: 06/28/2022] [Indexed: 12/27/2022]
Abstract
CONTEXT With the surge of the novel coronavirus (SARS-CoV-2 [COVID-19]), the modality of teaching anatomy has shifted from in-person cadaveric dissection to virtual lessons for incoming first-year medical students. As a result, we aim to assess the impact that this curriculum change has on student perspectives. OBJECTIVES This study aims to understand the relative effect of a virtual anatomy course implemented during the pandemic (2019-2020) on the confidence, skills, and perspectives of first-year medical students compared to medical students who had traditional in-person anatomy at Rowan University School of Osteopathic Medicine (Rowan SOM) in Stratford, New Jersey. METHODS The authors developed a 14-question survey to target gross anatomy students of the Classes of 2023 and 2024 at Rowan SOM. The Class of 2024 had a virtual anatomy lab compared to the Class of 2023, who had an in-person anatomy lab in their first year of medical school. The responses were analyzed to understand the difference between a hands-on cadaver lab and a virtual anatomy lab utilizing SPSS. RESULTS The survey was administered to approximately 400 people, from which we received 149 responses (37.3%). Among all responses, 36.2% (n=54) belonged to the Class of 2023 who encountered hands-on cadaver experience, whereas 63.8% (n=95) belonged to the Class of 2024 who gained virtual anatomy lab experience. An independent t-test statistical analysis was utilized. Under the confidence domain, when students were asked about the understanding of trauma after their respective anatomy labs, 64.0% of the Class of 2023 (n=50) showed significantly higher confidence with p<0.001, compared to 15.4% for the Class of 2024 (n=78). Under the skills domain, the Class of 2023 (n=50) felt more comfortable with ultrasound (64.0%), identifying all of the pertinent anatomical structures and their respective locations on imaging (72.0%), and identifying the pathology (90.0%) with respective p values of <0.001, <0.001, and 0.004. Only 36.9% of Class of 2024 respondents shared similar comfort with ultrasound (n=84), 30.9% identifying pertinent anatomical structures (n=84) and 65.4% in identifying pathology (n=84). Under the attitude domain, the Class of 2023 (n=50) had more respect toward the human body with their hands-on cadaver experience (88.0%) than the Class of 2024 (n=89, 33.3%). CONCLUSIONS Based on current results, it can be established that medical students who had in-person cadaveric dissection had a favorable attitude toward their anatomy course compared to students who had virtual anatomy during the COVID-19 pandemic.
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Affiliation(s)
- Smriti Kochhar
- Rowan School of Osteopathic Medicine, Stratford, NJ, USA
| | - Tasfia Tasnim
- Rowan School of Osteopathic Medicine, Stratford, NJ, USA
| | - Adarsh Gupta
- Rowan School of Osteopathic Medicine, Stratford, NJ, USA.,Department of Family Medicine, Rowan School of Osteopathic Medicine, Stratford, NJ, USA
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Vagg T, Toulouse A, O'Mahony C, Lone M. Visualizing Anatomy in Dental Morphology Education. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1406:187-207. [PMID: 37016116 DOI: 10.1007/978-3-031-26462-7_9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/06/2023]
Abstract
Tooth morphology is a foundation course for all dental healthcare students including dentists, dental hygiene, dental therapy, and dental nursing students. This chapter explores the conventional and innovative teaching methods to deliver tooth morphology educational modules. The teaching tools are explored with a 2D and 3D lens, with a particular focus on visualization, student understanding, and engagement. Traditional methods of teaching tooth morphology must be complemented with innovative pedagogical approaches in order to maintain student's attention and accommodate their diverse learning methods. Teaching 3D anatomy enables students to visualize and spatially comprehend the link between various anatomical components. Online tests and quizzes motivate students and are also beneficial in preparing students for exams. Online self-examinations offering visualization with 3D teeth enable students to evaluate their knowledge and offers immediate feedback, which aids in the long-term retention of information. These tools can be as efficient as other teaching methods, allowing the students to study at their own pace and with repetition. The authors conclude that blended and innovative teaching methods should supplement student learning and not replace, traditional face-to-face educational methods.
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Affiliation(s)
- Tamara Vagg
- Cork Adult CF Centre, Cork University Hospital, University College Cork, Wilton, Cork, Republic of Ireland
- School of Computer Science and Information Technology, University College Cork, Cork, Republic of Ireland
- HRB Clinical Research Facility Cork, University College Cork, Cork, Republic of Ireland
| | - Andre Toulouse
- Department of Anatomy and Neuroscience, University College Cork, Cork, Republic of Ireland
| | - Conor O'Mahony
- Department of Anatomy and Neuroscience, University College Cork, Cork, Republic of Ireland
| | - Mutahira Lone
- Department of Anatomy and Neuroscience, University College Cork, Cork, Republic of Ireland.
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Kim JH, Park S, Ahn J, Pyo J, Kim H, Kim N, Jung ID, Seol SK. Meniscus-Guided Micro-Printing of Prussian Blue for Smart Electrochromic Display. ADVANCED SCIENCE (WEINHEIM, BADEN-WURTTEMBERG, GERMANY) 2023; 10:e2205588. [PMID: 36442856 PMCID: PMC9875632 DOI: 10.1002/advs.202205588] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/27/2022] [Revised: 11/03/2022] [Indexed: 06/16/2023]
Abstract
Using energy-saving electrochromic (EC) displays in smart devices for augmented reality makes cost-effective, easily producible, and efficiently operable devices for specific applications possible. Prussian blue (PB) is a metal-organic coordinated compound with unique EC properties that limit EC display applications due to the difficulty in PB micro-patterning. This work presents a novel micro-printing strategy for PB patterns using localized crystallization of FeFe(CN)6 on a substrate confined by the acidic-ferric-ferricyanide ink meniscus, followed by thermal reduction at 120 °C, thereby forming PB. Uniform PB patterns can be obtained by manipulating printing parameters, such as the concentration of FeCl3 ·K3 Fe(CN)6 , printing speed, and pipette inner diameter. Using a 0.1 M KCl (pH 4) electrolyte, the printed PB pattern is consistently and reversibly converted to Prussian white (CV potential range: -0.2-0.5 V) with 200 CV cycles. The PB-based EC display with a navigation function integrated into a smart contact lens is able to display directions to a destination to a user by receiving GPS coordinates in real time. This facile method for forming PB micro-patterns could be used for advanced EC displays and various functional devices.
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Affiliation(s)
- Je Hyeong Kim
- Smart 3D Printing Research TeamKorea Electrotechnology Research Institute (KERI)Changwon‐siGyeongsangnam‐do51543Republic of Korea
- Electro‐Functional Materials EngineeringUniversity of Science and Technology (UST)Changwon‐siGyeongsangnam‐do51543Republic of Korea
| | - Seobin Park
- Department of Mechanical EngineeringUlsan National Institute of Science and Technology (UNIST)Ulju‐gunUlsangwang‐yeogsi44919Republic of Korea
| | - Jinhyuck Ahn
- Smart 3D Printing Research TeamKorea Electrotechnology Research Institute (KERI)Changwon‐siGyeongsangnam‐do51543Republic of Korea
- Electro‐Functional Materials EngineeringUniversity of Science and Technology (UST)Changwon‐siGyeongsangnam‐do51543Republic of Korea
| | - Jaeyeon Pyo
- Smart 3D Printing Research TeamKorea Electrotechnology Research Institute (KERI)Changwon‐siGyeongsangnam‐do51543Republic of Korea
- Electro‐Functional Materials EngineeringUniversity of Science and Technology (UST)Changwon‐siGyeongsangnam‐do51543Republic of Korea
| | - Hayeol Kim
- Department of Mechanical EngineeringUlsan National Institute of Science and Technology (UNIST)Ulju‐gunUlsangwang‐yeogsi44919Republic of Korea
| | - Namhun Kim
- Department of Mechanical EngineeringUlsan National Institute of Science and Technology (UNIST)Ulju‐gunUlsangwang‐yeogsi44919Republic of Korea
| | - Im Doo Jung
- Department of Mechanical EngineeringUlsan National Institute of Science and Technology (UNIST)Ulju‐gunUlsangwang‐yeogsi44919Republic of Korea
| | - Seung Kwon Seol
- Smart 3D Printing Research TeamKorea Electrotechnology Research Institute (KERI)Changwon‐siGyeongsangnam‐do51543Republic of Korea
- Electro‐Functional Materials EngineeringUniversity of Science and Technology (UST)Changwon‐siGyeongsangnam‐do51543Republic of Korea
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McMenamin PG. The Third Dimension: 3D Printed Replicas and Other Alternatives to Cadaver-Based Learning. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1421:39-61. [PMID: 37524983 DOI: 10.1007/978-3-031-30379-1_3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/02/2023]
Abstract
Capturing the 'third dimension' of complex human form or anatomy has been an objective of artists and anatomists from the renaissance in the fifteenth and sixteenth centuries onwards. Many of these drawings, paintings, and sculptures have had a profound influence on medical teaching and the learning resources we took for granted until around 40 years ago. Since then, the teaching of human anatomy has undergone significant change, especially in respect of the technologies available to augment or replace traditional cadaver-based dissection instruction. Whilst resources such as atlases, wall charts, plastic models, and images from the Internet have been around for many decades, institutions looking to reduce the reliance on dissection-based teaching in medical or health professional training programmes have in more recent times increasingly had access to a range of other options for classroom-based instruction. These include digital resources and software programmes and plastinated specimens, although the latter come with a range of ethical and cost considerations. However, the urge to recapitulate the 'third dimension' of anatomy has seen the recent advent of novel resources in the form of 3D printed replicas. These 3D printed replicas of normal human anatomy dissections are based on a combination of radiographic imaging and surface scanning that captures critical 3D anatomical information. The final 3D files can either be augmented with false colour or made to closely resemble traditional prosections prior to printing. This chapter details the journey we and others have taken in the search for the 'third dimension'. The future of a haptically identical, anatomically accurate replica of human cadaver specimens for surgical and medical training is nearly upon us. Indeed, the need for hard copy replicas may eventually be superseded by the opportunities afforded by virtual reality (VR) and augmented reality (AR).
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Affiliation(s)
- Paul G McMenamin
- Faculty of Medicine, Nursing and Health Sciences, Department of Anatomy and Developmental Biology, Monash University, Melbourne, VIC, Australia.
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Dinh A, Tseng E, Yin AL, Estrin D, Greenwald P, Fortenko A. Perceptions of Augmented Reality in Remote Medical Care: Interview Study of Emergency Telemedicine Providers (Preprint). JMIR Form Res 2022; 7:e45211. [PMID: 36976628 PMCID: PMC10131657 DOI: 10.2196/45211] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2022] [Revised: 02/15/2023] [Accepted: 02/16/2023] [Indexed: 02/18/2023] Open
Abstract
BACKGROUND Augmented reality (AR) and virtual reality (VR) have increasingly appeared in the medical literature in the past decade, with AR recently being studied for its potential role in remote health care delivery and communication. Recent literature describes AR's implementation in real-time telemedicine contexts across multiple specialties and settings, with remote emergency services in particular using AR to enhance disaster support and simulation education. Despite the introduction of AR in the medical literature and its potential to shape the future of remote medical services, studies have yet to investigate the perspectives of telemedicine providers regarding this novel technology. OBJECTIVE This study aimed to understand the applications and challenges of AR in telemedicine anticipated by emergency medicine providers with a range of experiences in using telemedicine and AR or VR technology. METHODS Across 10 academic medical institutions, 21 emergency medicine providers with variable exposures to telemedicine and AR or VR technology were recruited for semistructured interviews via snowball sampling. The interview questions focused on various potential uses of AR, anticipated obstacles that prevent its implementation in the telemedicine area, and how providers and patients might respond to its introduction. We included video demonstrations of a prototype using AR during the interviews to elicit more informed and complete insights regarding AR's potential in remote health care. Interviews were transcribed and analyzed via thematic coding. RESULTS Our study identified 2 major areas of use for AR in telemedicine. First, AR is perceived to facilitate information gathering by enhancing observational tasks such as visual examination and granting simultaneous access to data and remote experts. Second, AR is anticipated to supplement distance learning of both minor and major procedures and nonprocedural skills such as cue recognition and empathy for patients and trainees. AR may also supplement long-distance education programs and thereby support less specialized medical facilities. However, the addition of AR may exacerbate the preexisting financial, structural, and literacy barriers to telemedicine. Providers seek value demonstrated by extensive research on the clinical outcome, satisfaction, and financial benefits of AR. They also seek institutional support and early training before adopting novel tools such as AR. Although an overall mixed reception is anticipated, consumer adoption and awareness are key components in AR's adoption. CONCLUSIONS AR has the potential to enhance the ability to gather observational and medical information, which would serve a diverse set of applications in remote health care delivery and education. However, AR faces obstacles similar to those faced by the current telemedicine technology, such as lack of access, infrastructure, and familiarity. This paper discusses the potential areas of investigation that would inform future studies and approaches to implementing AR in telemedicine.
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Affiliation(s)
- Alana Dinh
- Medical College, Weill Cornell Medicine, New York, NY, United States
| | - Emily Tseng
- Department of Information Science, Cornell Tech, New York, NY, United States
| | - Andrew Lukas Yin
- Department of Medicine, Weill Cornell Medicine, New York, NY, United States
| | - Deborah Estrin
- Department of Computer Science, Cornell Tech, New York, NY, United States
| | - Peter Greenwald
- Emergency Medicine, NewYork-Presbyterian Hospital, New York, NY, United States
| | - Alexander Fortenko
- Emergency Medicine, NewYork-Presbyterian Hospital, New York, NY, United States
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Chytas D, Salmas M, Paraskevas G, Demesticha T, Skandalakis GP, Lazaridis N, Katsourakis A, Noussios G. Evaluation of the use of cadaveric computed tomography in anatomy education: An overview. Morphologie 2022; 106:235-240. [PMID: 34479815 DOI: 10.1016/j.morpho.2021.08.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2021] [Revised: 08/16/2021] [Accepted: 08/17/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVE We aimed to explore to what extent the literature supports that the use of cadaveric computed tomography can play an important role in anatomy education. MATERIALS AND METHODS PubMed, SCOPUS, Education Resources Information Center and Cochrane Databases were searched for papers with purpose to explore the outcomes of the use of cadaveric computed tomography scans in anatomy education. The following data were obtained from each paper: authors, number of participants, type of study (comparative or not), level of outcome according to Kirkpatrick hierarchy, possible evaluation of statistical significance, acquisition of anatomical knowledge after the educational intervention and perceptions about the effectiveness of this intervention in anatomy learning. RESULTS Seven articles were included. Four of them evaluated students' knowledge after the use of cadaveric computed tomography scans in anatomy education and three papers evaluated only students' perceptions. Generally, the outcomes, which mainly concerned students' perceptions, were positive, while it was showed that students' academic performance may also be improved. CONCLUSIONS The outcomes of the use of cadaveric computed tomography scans in anatomy education encourage the implementation of this teaching modality in anatomy curricula. Further research, including comparative studies with evaluation of acquisition of students' knowledge, is needed to show if cadaveric computed tomography will be proved a remarkable supportive tool in anatomy educators' hands.
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Affiliation(s)
- D Chytas
- Department of Anatomy, School of Physiotherapy, University of Peloponnese, 20, Plateon Street, 23100 Sparta, Greece.
| | - M Salmas
- Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, 75, Mikras-Asias Street, 11527 Athens, Greece
| | - G Paraskevas
- Department of Anatomy and Surgical Anatomy, Faculty of Health Sciences, School of Medicine, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
| | - T Demesticha
- Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, 75, Mikras-Asias Street, 11527 Athens, Greece
| | - G P Skandalakis
- First Department of Neurosurgery, "Evangelismos" General Hospital, National and Kapodistrian University of Athens, 45-47, Ipsilantou Street, 10676 Athens, Greece
| | - N Lazaridis
- Department of Anatomy and Surgical Anatomy, Faculty of Health Sciences, School of Medicine, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
| | - A Katsourakis
- Department of General Surgery, Agios-Dimitrios General Hospital, 2, Elenis-Zografou Street, 54634 Thessaloniki, Greece
| | - G Noussios
- Department of Physical Education, Sports Sciences of Serres, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece
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Abdellatif H, Al Mushaiqri M, Albalushi H, Al-Zaabi AA, Roychoudhury S, Das S. Teaching, Learning and Assessing Anatomy with Artificial Intelligence: The Road to a Better Future. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph192114209. [PMID: 36361089 PMCID: PMC9656803 DOI: 10.3390/ijerph192114209] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/06/2022] [Revised: 10/20/2022] [Accepted: 10/24/2022] [Indexed: 06/01/2023]
Abstract
Anatomy is taught in the early years of an undergraduate medical curriculum. The subject is volatile and of voluminous content, given the complex nature of the human body. Students frequently face learning constraints in these fledgling years of medical education, often resulting in a spiraling dwindling academic performance. Hence, there have been continued efforts directed at developing new curricula and incorporating new methods of teaching, learning and assessment that are aimed at logical learning and long-term retention of anatomical knowledge, which is a mainstay of all medical practice. In recent years, artificial intelligence (AI) has gained in popularity. AI uses machine learning models to store, compute, analyze and even augment huge amounts of data to be retrieved when needed, while simultaneously the machine itself can be programmed for deep learning, improving its own efficiency through complex neural networks. There are numerous specific benefits to incorporating AI in education, which include in-depth learning, storage of large electronic data, teaching from remote locations, engagement of fewer personnel in teaching, quick feedback from responders, innovative assessment methods and user-friendly alternatives. AI has long been a part of medical diagnostics and treatment planning. Extensive literature is available on uses of AI in clinical settings, e.g., in Radiology, but to the best of our knowledge there is a paucity of published data on AI used for teaching, learning and assessment in anatomy. In the present review, we highlight recent novel and advanced AI techniques such as Artificial Neural Networks (ANN), or more complex Convoluted Neural Networks (CNN) and Bayesian U-Net, which are used for teaching anatomy. We also address the main advantages and limitations of the use of AI in medical education and lessons learnt from AI application during the COVID-19 pandemic. In the future, studies with AI in anatomy education could be advantageous for both students to develop professional expertise and for instructors to develop improved teaching methods for this vast and complex subject, especially with the increasing paucity of cadavers in many medical schools. We also suggest some novel examples of how AI could be incorporated to deliver augmented reality experiences, especially with reference to complex regions in the human body, such as neural pathways in the brain, complex developmental processes in the embryo or in complicated miniature regions such as the middle and inner ear. AI can change the face of assessment techniques and broaden their dimensions to suit individual learners.
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Affiliation(s)
| | | | | | | | | | - Srijit Das
- Correspondence: or ; Tel.: +968-24143546
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Are extended reality technologies (ERTs) more effective than traditional anatomy education methods? SURGICAL AND RADIOLOGIC ANATOMY : SRA 2022; 44:1215-1218. [PMID: 35951086 DOI: 10.1007/s00276-022-02998-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2022] [Accepted: 08/01/2022] [Indexed: 10/15/2022]
Abstract
PURPOSE Reviews and meta-analyses concerning the effectiveness of extended reality technologies (ERTs) (namely virtual, augmented, and mixed reality-VR, AR, and MR) in anatomy education (AE) have resulted in conflicting outcomes. The current review explores the existing evidence provided by reviews of AE literature regarding the effectiveness of ERTs after their comparison with traditional (either cadaveric or two-dimensional) anatomy teaching modalities and sheds light on the factors associated with the conflicting outcomes. METHODS PubMed, SCOPUS, ERIC, and Cochrane databases were searched for review articles with the purpose to investigate the effectiveness of ERTs in AE. RESULTS Nine (four systematic with or without meta-analysis and five non-systematic) reviews were included. A lack of robust evidence provided by those reviews was noted, mainly due to a remarkable confusion in the definition of each ERT, along with confusion when authors referred to traditional AE (TAE) methods. CONCLUSIONS To clarify to what extent VR, AR, or MR can replace or supplement TAE methods, there is a primary need for addressing issues regarding the definition of each technology and determining which specific TAE methods are used as comparators.
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Gelmini AYP, Duarte ML, da Silva MO, Guimarães JB, dos Santos LR. Augmented reality in interventional radiology education: a systematic review of randomized controlled trials. SAO PAULO MED J 2022; 140:604-614. [PMID: 35946678 PMCID: PMC9491476 DOI: 10.1590/1516-3180.2021.0606.r2.27122021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/11/2021] [Accepted: 12/27/2021] [Indexed: 11/21/2022] Open
Abstract
BACKGROUND Augmented reality (AR) involves digitally overlapping virtual objects onto physical objects in real space so that individuals can interact with both at the same time. AR in medical education seeks to reduce surgical complications through high-quality education. There is uncertainty in the use of AR as a learning tool for interventional radiology procedures. OBJECTIVE To compare AR with other learning methods in interventional radiology. DESIGN AND SETTING Systematic review of comparative studies on teaching techniques. METHODS We searched the Cochrane Library, MEDLINE, Embase, Tripdatabase, ERIC, CINAHL, SciELO and LILACS electronic databases for studies comparing AR simulation with other teaching methods in interventional radiology. This systematic review was performed in accordance with PRISMA and the BEME Collaboration. Eligible studies were evaluated using the quality indicators provided in the BEME Collaboration Guide no. 11, and the Kirkpatrick model. RESULTS Four randomized clinical trials were included in this review. The level of educational evidence found among all the papers was 2B, according to the Kirkpatrick model. The Cochrane Collaboration tool was applied to assess the risk of bias for individual studies and across studies. Three studies showed an improvement in teaching of the proposed procedure through AR; one study showed that the participants took longer to perform the procedure through AR. CONCLUSION AR, as a complementary teaching tool, can provide learners with additional skills, but there is still a lack of studies with a higher evidence level according to the Kirkpatrick model. SYSTEMATIC REVIEW REGISTRATION NUMBER DOI 10.17605/OSF.IO/ACZBM in the Open Science Framework database.
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Affiliation(s)
| | - Márcio Luís Duarte
- MSc. Musculoskeletal Radiologist, Centro Radiológico e Especialidades Médicas São Gabriel, Praia Grande (SP), Brazil; and Doctoral Student in Evidence-based Health Program, Universidade Federal de São Paulo (UNIFESP), São Paulo (SP), Brazil
| | | | | | - Lucas Ribeiro dos Santos
- MSc. Endocrinologist, Department of Physiology and Medical Clinic, and Professor of Physiology and Medical Clinic, Centro Universitário Lusíada (UNILUS), Santos (SP), Brazil; and Doctoral Student in Evidence-based Health Program, Universidade Federal de São Paulo (UNIFESP), São Paulo (SP), Brazil
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Nikolaidis A. What is Significant in Modern Augmented Reality: A Systematic Analysis of Existing Reviews. J Imaging 2022; 8:jimaging8050145. [PMID: 35621909 PMCID: PMC9144923 DOI: 10.3390/jimaging8050145] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2022] [Revised: 05/17/2022] [Accepted: 05/19/2022] [Indexed: 11/16/2022] Open
Abstract
Augmented reality (AR) is a field of technology that has evolved drastically during the last decades, due to its vast range of applications in everyday life. The aim of this paper is to provide researchers with an overview of what has been surveyed since 2010 in terms of AR application areas as well as in terms of its technical aspects, and to discuss the extent to which both application areas and technical aspects have been covered, as well as to examine whether one can extract useful evidence of what aspects have not been covered adequately and whether it is possible to define common taxonomy criteria for performing AR reviews in the future. To this end, a search with inclusion and exclusion criteria has been performed in the Scopus database, producing a representative set of 47 reviews, covering the years from 2010 onwards. A proper taxonomy of the results is introduced, and the findings reveal, among others, the lack of AR application reviews covering all suggested criteria.
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Affiliation(s)
- Athanasios Nikolaidis
- Department of Informatics, Computer and Telecommunications Engineering, International Hellenic University, 62124 Serres, Greece
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Thees M, Altmeyer K, Kapp S, Rexigel E, Beil F, Klein P, Malone S, Brünken R, Kuhn J. Augmented Reality for Presenting Real-Time Data During Students' Laboratory Work: Comparing a Head-Mounted Display With a Separate Display. Front Psychol 2022; 13:804742. [PMID: 35345641 PMCID: PMC8957074 DOI: 10.3389/fpsyg.2022.804742] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2021] [Accepted: 02/10/2022] [Indexed: 01/10/2023] Open
Abstract
Multimedia learning theories suggest presenting associated pieces of information in spatial and temporal contiguity. New technologies like Augmented Reality allow for realizing these principles in science laboratory courses by presenting virtual real-time information during hands-on experimentation. Spatial integration can be achieved by pinning virtual representations of measurement data to corresponding real components. In the present study, an Augmented Reality-based presentation format was realized via a head-mounted display and contrasted to a separate display, which provided a well-arranged data matrix in spatial distance to the real components and was therefore expected to result in a spatial split-attention effect. Two groups of engineering students (N = 107; Augmented Reality vs. separate display) performed six experiments exploring fundamental laws of electric circuits. Cognitive load and conceptual knowledge acquisition were assessed as main outcome variables. In contrast to our hypotheses and previous findings, the Augmented Reality group did not report lower extraneous load and the separate display group showed higher learning gains. The pre- and posttest assessing conceptual knowledge were monitored by eye tracking. Results indicate that the condition affected the visual relevancy of circuit diagrams to final problem completion. The unexpected reverse effects could be traced back to emphasizing coherence formation processes regarding multiple measurements.
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Affiliation(s)
- Michael Thees
- Physics Education Research Group, Department of Physics, Technische Universität Kaiserslautern, Kaiserslautern, Germany
| | - Kristin Altmeyer
- Department of Education, Saarland University, Saarbrücken, Germany
| | - Sebastian Kapp
- Physics Education Research Group, Department of Physics, Technische Universität Kaiserslautern, Kaiserslautern, Germany
| | - Eva Rexigel
- Physics Education Research Group, Department of Physics, Technische Universität Kaiserslautern, Kaiserslautern, Germany
| | - Fabian Beil
- Physics Education Research Group, Department of Physics, Technische Universität Kaiserslautern, Kaiserslautern, Germany
| | - Pascal Klein
- Physics Education Research Group, Faculty of Physics, Georg-August Universität Göttingen, Göttingen, Germany
| | - Sarah Malone
- Department of Education, Saarland University, Saarbrücken, Germany
| | - Roland Brünken
- Department of Education, Saarland University, Saarbrücken, Germany
| | - Jochen Kuhn
- Physics Education Research Group, Department of Physics, Technische Universität Kaiserslautern, Kaiserslautern, Germany
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Sparwasser P, Haack M, Frey L, Haferkamp A, Borgmann H. [Virtual and augmented reality in urology]. Urologe A 2021; 61:133-141. [PMID: 34935997 PMCID: PMC8693158 DOI: 10.1007/s00120-021-01734-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/23/2021] [Indexed: 11/29/2022]
Abstract
Zwar haben jeher technologische Weiterentwicklungen die medizinische Versorgung in deren stetigem Wandel optimiert, so waren diese jedoch immer noch für den Anwender weitestgehend fassbar. Getrieben durch immense finanzielle Anstrengungen sind innovative Produkte und technische Lösungen entstanden, die den medizinischen Alltag transformieren und diesen in Zukunft um eine Dimension erweitern werden: die Virtual und Augmented Reality. Dieser Übersichtsartikel fasst die aktuellen wissenschaftlichen Projekte und den zukünftigen Nutzen von Virtual und Augmented Reality im Fachgebiet der Urologie zusammen.
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Affiliation(s)
- P Sparwasser
- Department of Urology, University Medical Center, Johannes Gutenberg University, Langenbeckstr. 1, 55131, Mainz, Deutschland.
| | - M Haack
- Department of Urology, University Medical Center, Johannes Gutenberg University, Langenbeckstr. 1, 55131, Mainz, Deutschland
| | - L Frey
- Department of Urology, University Medical Center, Johannes Gutenberg University, Langenbeckstr. 1, 55131, Mainz, Deutschland
| | - A Haferkamp
- Department of Urology, University Medical Center, Johannes Gutenberg University, Langenbeckstr. 1, 55131, Mainz, Deutschland
| | - H Borgmann
- Department of Urology, University Medical Center, Johannes Gutenberg University, Langenbeckstr. 1, 55131, Mainz, Deutschland
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