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Peng J, Guo W, Yang D, Yang G, Shu Y, Li Y, Rao L, Yu P, Li L. Research and application discussion of cranial bone model preparation method based on three-dimensional reconstruction and 3D printing technology. Surg Radiol Anat 2024; 46:1595-1604. [PMID: 39120797 DOI: 10.1007/s00276-024-03455-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2024] [Accepted: 07/30/2024] [Indexed: 08/10/2024]
Abstract
PURPOSE The aim of this study was to find an alternative method to meet traditional human anatomy teaching and clinical needs in order to solve the problem of cranial specimen attrition and specimen resource shortage due to long-term use. METHODS We performed a computed tomography (CT) scan of a well-preserved male cranial specimen and used Mimics 19.0 software for 3D reconstruction and cranial block separation. Subsequently, we compared the recognition ability of the processed cranial digital model with that of the 3D body digital model and used 3D printing to create the cranial model and compare it with the physical specimen. RESULTS Twenty-two cranial bone block models were obtained, excluding the hyoid bone. Their 3D reconstructed digital models had better bony landmark recognition than the 3D body human digital models, and the differences between the 3D printed models and the physical specimens were minimal. In addition, only one stereolithography (STL) file was required to produce the cranial models, which facilitates repetitive printing at any time. CONCLUSION By isolating cranial bone blocks through 3D reconstruction techniques and preparing high-quality cranial models in combination with 3D printing techniques, this study solves the problem of shortage of cranial teaching specimens for the sustainable development of clinical and medical schools.
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Affiliation(s)
- Jing Peng
- Hunan University of Medicine, Huaihua, 418000, Hunan Province, China
- Huaihua Key Laboratory of Digital Anatomy and 3D Printing for Clinical Translational Research, Huaihua, 418000, Hunan Province, China
| | - Wenjie Guo
- Hunan University of Medicine, Huaihua, 418000, Hunan Province, China
- Huaihua Key Laboratory of Digital Anatomy and 3D Printing for Clinical Translational Research, Huaihua, 418000, Hunan Province, China
| | - Deqin Yang
- Hunan University of Medicine, Huaihua, 418000, Hunan Province, China
- Innovation and Entrepreneurship Education Center for Clinical Translational Application of Digital Anatomy and 3D Printing Technology in General Colleges and Universities in Hunan Province, Huaihua, 418000, Hunan Province, China
| | - Guohui Yang
- Hunan University of Medicine, Huaihua, 418000, Hunan Province, China
- Innovation and Entrepreneurship Education Center for Clinical Translational Application of Digital Anatomy and 3D Printing Technology in General Colleges and Universities in Hunan Province, Huaihua, 418000, Hunan Province, China
| | - Yanhong Shu
- Hunan University of Medicine, Huaihua, 418000, Hunan Province, China
- Innovation and Entrepreneurship Education Center for Clinical Translational Application of Digital Anatomy and 3D Printing Technology in General Colleges and Universities in Hunan Province, Huaihua, 418000, Hunan Province, China
| | - Ying Li
- Hunan University of Medicine, Huaihua, 418000, Hunan Province, China
- Innovation and Entrepreneurship Education Center for Clinical Translational Application of Digital Anatomy and 3D Printing Technology in General Colleges and Universities in Hunan Province, Huaihua, 418000, Hunan Province, China
| | - Libing Rao
- Hunan University of Medicine, Huaihua, 418000, Hunan Province, China
- Huaihua Key Laboratory of Digital Anatomy and 3D Printing for Clinical Translational Research, Huaihua, 418000, Hunan Province, China
- Innovation and Entrepreneurship Education Center for Clinical Translational Application of Digital Anatomy and 3D Printing Technology in General Colleges and Universities in Hunan Province, Huaihua, 418000, Hunan Province, China
| | - Penghui Yu
- Hunan University of Medicine, Huaihua, 418000, Hunan Province, China.
- Huaihua Key Laboratory of Digital Anatomy and 3D Printing for Clinical Translational Research, Huaihua, 418000, Hunan Province, China.
- Innovation and Entrepreneurship Education Center for Clinical Translational Application of Digital Anatomy and 3D Printing Technology in General Colleges and Universities in Hunan Province, Huaihua, 418000, Hunan Province, China.
| | - Li Li
- Hunan University of Medicine, Huaihua, 418000, Hunan Province, China.
- Huaihua Key Laboratory of Digital Anatomy and 3D Printing for Clinical Translational Research, Huaihua, 418000, Hunan Province, China.
- Innovation and Entrepreneurship Education Center for Clinical Translational Application of Digital Anatomy and 3D Printing Technology in General Colleges and Universities in Hunan Province, Huaihua, 418000, Hunan Province, China.
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Jallad ST, Natsheh I, Helo LA, Ibdah DM, Salah A, Muhsen R, Shehadeh Y, Froukh N. Nursing student's perceptions, satisfaction, and knowledge toward utilizing immersive virtual reality application in human anatomy course: quasi-experimental. BMC Nurs 2024; 23:601. [PMID: 39198772 PMCID: PMC11361164 DOI: 10.1186/s12912-024-02254-8] [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: 06/08/2024] [Accepted: 08/12/2024] [Indexed: 09/01/2024] Open
Abstract
BACKGROUND A paradigm shift in nursing education is required to prepare Z generation of nursing students through integrated innovative technologies as teaching strategies such as immersive virtual reality in several bioscience and main courses to facilitate and enhance learning process. AIM/OBJECTIVE Examine the effect of utilizing an immersive virtual reality application on students' perceptions, knowledge, and satisfaction in an anatomy course. METHODS A quasi-experimental (pre-post test, one group) design was conducted among 1st year nursing students (N = 138) enrolled in an anatomy course in the spring semester of 2023-2024 in the nursing program in the health professions faculty at Al-Quds University. The technology acceptance model (TAM) was used for data collection. RESULTS The results showed that 96% of participants were satisfied with using the VR application, and it retains their knowledge in the human anatomy course. 92% of the total, were under the age of twenty, and 84% were females. 80.1% (2.99 ± 0.58) of those students had more positive perspectives of VR applications in the nursing courses. Additionally, there were significant differences in students' satisfaction and knowledge toward using VR applications after the anatomy lecture (p = 0.029, p = 0.05, respectively). CONCLUSION Virtual reality is a supplemental innovative tool for promoting learning. Nursing students perceive immersive virtual reality technologies positively and prefer using three-dimensional images in their anatomy courses, which helps them recall their knowledge, understand concepts of educational content, identify learning objectives, and improve learning outcomes. This study found that virtual reality can improve nursing students' understanding, satisfaction, and knowledge of anatomy.
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Affiliation(s)
- Samar Thabet Jallad
- Department of Nursing, Faculty of Health Professions, Al- Quds University, Jerusalem, Palestine.
| | - Israa Natsheh
- Department of Nursing, Faculty of Health Professions, Al- Quds University, Jerusalem, Palestine
| | - Lareen Abu Helo
- Department of Nursing, Faculty of Health Professions, Al- Quds University, Jerusalem, Palestine
| | - Dania Mahmoud Ibdah
- Department of Nursing, Faculty of Health Professions, Al- Quds University, Jerusalem, Palestine
| | - Amna Salah
- Department of Nursing, Faculty of Health Professions, Al- Quds University, Jerusalem, Palestine
| | - Rasha Muhsen
- Department of Nursing, Faculty of Health Professions, Al- Quds University, Jerusalem, Palestine
| | - Younes Shehadeh
- Department of Nursing, Faculty of Health Professions, Al- Quds University, Jerusalem, Palestine
| | - Naeem Froukh
- Department of Nursing, Faculty of Health Professions, Al- Quds University, Jerusalem, Palestine
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Schirone R, Corte GM, Ehlers JP, Herre C, Schmedding M, Merle R, Pachtmann J, Bahramsoltani M. Effects of 3D Scans on Veterinary Students' Learning Outcomes Compared to Traditional 2D Images in Anatomy Classes. Animals (Basel) 2024; 14:2171. [PMID: 39123697 PMCID: PMC11311044 DOI: 10.3390/ani14152171] [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: 06/30/2024] [Revised: 07/22/2024] [Accepted: 07/23/2024] [Indexed: 08/12/2024] Open
Abstract
Students often struggle with interpreting traditional textbook images and translating them to anatomical structures. This study aimed to compare the impact of 3D scans versus 2D images on students' learning outcomes when learning anatomical structures on skulls from horses and pigs. Furthermore, the correlation between spatial ability and learning outcomes using 3D scans or 2D images was examined. Second-year veterinary medicine students either used 3D scans or 2D images, annotated with arrows or numbers as learning material. Students' anatomical knowledge was tested before and after the learning session, and spatial ability was assessed using the mental rotation test. All groups improved significantly in the post-test. However, the differences between groups were not significant, suggesting that 3D scans do not necessarily lead to higher learning outcomes. The analysis of the correlation between spatial ability and learning outcomes did not prove that students with weaker spatial ability benefit from 3D scans. Students preferred 3D scans over 2D images despite similar outcomes, suggesting they are valuable for learning. However, results show that the introduction of novel learning materials likely amplified the impact of reduced learning time on the 3D group, as these materials necessitated additional time for effective comprehension and integration.
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Affiliation(s)
- Rebecca Schirone
- Institute of Veterinary Anatomy, School of Veterinary Medicine, Freie Universität Berlin, Koserstraße 20, 14195 Berlin, Germany
| | - Giuliano Mario Corte
- Institute of Veterinary Anatomy, Vetsuisse Faculty, University of Zurich (UZH), Winterthurerstrasse 260, 8057 Zurich, Switzerland
| | - Jan P. Ehlers
- Didactics and Educational Research in Health Science, Faculty of Health, Witten/Herdecke University, Alfred-Herrhausen-Straße 50, 58455 Witten, Germany;
| | - Christina Herre
- Institute of Veterinary Anatomy, School of Veterinary Medicine, Freie Universität Berlin, Koserstraße 20, 14195 Berlin, Germany
| | - Maximiliane Schmedding
- ISME Bern and Avenches, Vetsuisse Faculty, University of Bern, Hochschulstrasse 6, 3012 Bern, Switzerland
| | - Roswitha Merle
- Institute of Veterinary Epidemiology and Biostatistics, School of Veterinary Medicine, Freie Universität Berlin, Königsweg 67, 14163 Berlin, Germany
| | - Joëlle Pachtmann
- Institute of Veterinary Anatomy, School of Veterinary Medicine, Freie Universität Berlin, Koserstraße 20, 14195 Berlin, Germany
| | - Mahtab Bahramsoltani
- Institute of Veterinary Anatomy, School of Veterinary Medicine, Freie Universität Berlin, Koserstraße 20, 14195 Berlin, Germany
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Wang J, Li W, Dun A, Zhong N, Ye Z. 3D visualization technology for Learning human anatomy among medical students and residents: a meta- and regression analysis. BMC MEDICAL EDUCATION 2024; 24:461. [PMID: 38671399 PMCID: PMC11055294 DOI: 10.1186/s12909-024-05403-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/04/2023] [Accepted: 04/08/2024] [Indexed: 04/28/2024]
Abstract
BACKGROUND 3D visualization technology applies computers and other devices to create a realistic virtual world for individuals with various sensory experiences such as 3D vision, touch, and smell to gain a more effective understanding of the relationships between real spatial structures and organizations. The purpose of this study was to comprehensively evaluate the effectiveness of 3D visualization technology in human anatomy teaching/training and explore the potential factors that affect the training effects to better guide the teaching of classroom/laboratory anatomy. METHODS We conducted a meta-analysis of randomized controlled studies on teaching human anatomy using 3D visualization technology. We extensively searched three authoritative databases, PubMed, Web of Science, and Embase; the main outcomes were the participants' test scores and satisfaction, while the secondary outcomes were time consumption and enjoyment. Heterogeneity by I² was statistically determined because I²> 50%; therefore, a random-effects model was employed, using data processing software such as RevMan, Stata, and VOSviewer to process data, apply standardized mean difference and 95% confidence interval, and subgroup analysis to evaluate test results, and then conduct research through sensitivity analysis and meta-regression analysis. RESULTS Thirty-nine randomized controlled trials (2,959 participants) were screened and included in this study. The system analysis of the main results showed that compared with other methods, including data from all regions 3D visualization technology moderately improved test scores as well as satisfaction and enjoyment; however, the time that students took to complete the test was not significantly reduced. Meta-regression analysis also showed that regional factorsaffected test scores, whereas other factors had no significant impact. When the literature from China was excluded, the satisfaction and happiness of the 3D virtual-reality group were statistically significant compared to those of the traditional group; however, the test results and time consumption were not statistically significant. CONCLUSION 3D visualization technology is an effective way to improve learners' satisfaction with and enjoyment of human anatomical learning, but it cannot reduce the time required for testers to complete the test. 3D visualization technology may struggle to improve the testers' scores. The literature test results from China are more prone to positive results and affected by regional bias.
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Affiliation(s)
- Junming Wang
- Department of Health Management, The First Affiliated Hospital, Shandong Provincial Qianfoshan Hospital, Shandong First Medical University, 250013, Jinan, Shandong, China
- School of clinical and basic medicine, Shandong First Medical University, Jinan, China
| | - Wenjun Li
- Department of Health Management, The First Affiliated Hospital, Shandong Provincial Qianfoshan Hospital, Shandong First Medical University, 250013, Jinan, Shandong, China
- School of clinical and basic medicine, Shandong First Medical University, Jinan, China
| | - Aishe Dun
- School of Stomatology, Shandong First Medical University, Jinan, China
| | - Ning Zhong
- Department of Health Management, The First Affiliated Hospital, Shandong Provincial Qianfoshan Hospital, Shandong First Medical University, 250013, Jinan, Shandong, China.
| | - Zhen Ye
- Department of Health Management, The First Affiliated Hospital, Shandong Provincial Qianfoshan Hospital, Shandong First Medical University, 250013, Jinan, Shandong, China.
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Singer L, Evans L, Zahra D, Agbeja I, Moyes S. Fostering engagement in virtual anatomy learning for healthcare students. BMC MEDICAL EDUCATION 2024; 24:414. [PMID: 38627720 PMCID: PMC11020670 DOI: 10.1186/s12909-024-05278-5] [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: 01/16/2024] [Accepted: 03/07/2024] [Indexed: 04/19/2024]
Abstract
BACKGROUND The use of virtual learning platforms is on the rise internationally, however, successful integration into existing curricula is a complex undertaking fraught with unintended consequences. Looking beyond medical and pedagogic literature can provide insight into factors affecting the user experience. The technology acceptance model, widely used in software evaluation, can be used to identify barriers and enablers of engagement with virtual learning platforms. Here, the technology acceptance model was used to scaffold the exploration of the factors that influenced students' perceptions of the virtual anatomy platform, Anatomage and how these shaped their intention to use it. METHODS Focus groups identified factors influencing students use of the Anatomage tables. Interventions were rolled out to address these findings, then further focus groups and the technology acceptance model identified how factors including self-efficacy, enjoyment, and social norms influenced students' intention to use the Anatomage table in the future. RESULTS Students raised significant concerns about understanding how to use the Anatomage table. Moreover, students who considered themselves to be poor at using technology perceived the Anatomage table as more complicated to use. The subjective norm of the group significantly altered the perceived ease of use and usefulness of the Anatomage. However, enjoyment had the greatest impact in influencing both perceived usefulness and perceived ease of use. Indicating that enjoyment is the largest contributing factor in altering technology engagement in healthcare cohorts and has the biggest potential to be manipulated to promote engagement. CONCLUSIONS Focus groups used in tandem with the technology acceptance model provide an effective way to understand student perceptions around technology used in the healthcare curricula. This research determined interventions that promote student engagement with virtual learning platforms, which are important in supporting all healthcare programmes that incorporate technology enhanced learning.
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Affiliation(s)
- Lauren Singer
- Peninsula Schools of Medicine and Dentistry, Faculty of Health, University of Plymouth, Plymouth, UK.
| | - Lily Evans
- Peninsula Schools of Medicine and Dentistry, Faculty of Health, University of Plymouth, Plymouth, UK
| | - Daniel Zahra
- Peninsula Schools of Medicine and Dentistry, Faculty of Health, University of Plymouth, Plymouth, UK
| | - Ifeoluwa Agbeja
- Peninsula Schools of Medicine and Dentistry, Faculty of Health, University of Plymouth, Plymouth, UK
| | - Siobhan Moyes
- Peninsula Schools of Medicine and Dentistry, Faculty of Health, University of Plymouth, Plymouth, UK
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Sumunar DSEW, Stathakarou N, Davoody N. User acceptance of neuroanatomy virtual reality course: Contrasting views between undergraduate and postgraduate students. Health Informatics J 2024; 30:14604582241260601. [PMID: 38838637 DOI: 10.1177/14604582241260601] [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] [Indexed: 06/07/2024]
Abstract
Virtual Reality (VR) offers cost-efficient and effective tools for spatial 3-dimensional neuroanatomy learning. Enhancing users-system relationship is necessary for successful adoption of the system. The current study aimed to evaluate students' acceptance of VR for neuroanatomy. An exploratory qualitative case study based on Unified Theory of Acceptance and Use of Technology (UTAUT) framework carried out at [details omitted for double-anonymized peer review]. Participants in this study were students participating in a VR session, followed by a semi-structured interview. Deductive framework analysis employed to retrieve students' perspective and experience. A total of six undergraduate and 13 postgraduate students participated in this study. The following UTAUT constructs validated to be significant: Performance Expectancy, Effort Expectancy and Facilitating Conditions. System usability, depth of lesson and hardware optimizations are among concern for further improvements. In conclusion, students are accepting VR as a neuroanatomy learning resource. The findings of this research highlight the importance of system performance and user-centred approach in technology development for educational purposes.
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Affiliation(s)
- Dimas Septian Eko Wahyu Sumunar
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Solna, Sweden
- Department of Health Policy and Management, Faculty of Medicine Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
| | - Natalia Stathakarou
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Solna, Sweden
| | - Nadia Davoody
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Solna, Sweden
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Tapiala J, Iso-Mustajärvi M, Timonen T, Vrzáková H, Dietz A. Impact of virtual reality training on mastoidectomy performance: a prospective randomised study. Eur Arch Otorhinolaryngol 2024; 281:701-710. [PMID: 37505263 PMCID: PMC10796652 DOI: 10.1007/s00405-023-08143-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2023] [Accepted: 07/18/2023] [Indexed: 07/29/2023]
Abstract
PURPOSE The opportunities for surgical training and practice in the operating room are in decline due to limited resources, increased efficiency demands, growing complexity of the cases, and concerns for patient safety. Virtual reality (VR) offers a novel opportunity to enhance surgical training and provide complementary three-dimensional experience that has been usually available in the operating room. Since VR allows viewing and manipulation of realistic 3D models, the VR environment could enhance anatomical and topographical knowledge, in particular. In this study, we explored whether incorporating VR anatomy training improves novices' performance during mastoidectomy over traditional methods. METHODS Thirty medical students were randomized into two groups and taught mastoidectomy in a structured manner. One group utilized a VR temporal bone model during the training while the other group used more traditional materials such as anatomy books. After the training, all participants completed a mastoidectomy on a 3D-printed temporal bone model under expert supervision. Performance during the mastoidectomy was evaluated with multiple metrics and feedback regarding the two training methods was gathered from the participants. RESULTS The VR training method was rated better by the participants, and they also needed less guidance during the mastoidectomy. There were no significant differences in operational time, the occurrence of injuries, self-assessment scores, and the surgical outcome between the two groups. CONCLUSION Our results support the utilization of VR training in complete novices as it has higher trainee satisfaction and leads to at least as good results as the more traditional methods.
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Affiliation(s)
- Jesse Tapiala
- School of Medicine, Institute of Clinical Medicine, University of Eastern Finland, Kuopio, Finland.
- Department of Otorhinolaryngology, Kuopio University Hospital, Puijonlaaksontie 2, 70210, PL 100, 70029, Kuopio, Finland.
| | - Matti Iso-Mustajärvi
- Department of Otorhinolaryngology, Kuopio University Hospital, Puijonlaaksontie 2, 70210, PL 100, 70029, Kuopio, Finland
| | - Tomi Timonen
- Department of Otorhinolaryngology, Kuopio University Hospital, Puijonlaaksontie 2, 70210, PL 100, 70029, Kuopio, Finland
| | - Hana Vrzáková
- School of Computing, University of Eastern Finland, Joensuu, Finland
| | - Aarno Dietz
- School of Medicine, Institute of Clinical Medicine, University of Eastern Finland, Kuopio, Finland
- Department of Otorhinolaryngology, Kuopio University Hospital, Puijonlaaksontie 2, 70210, PL 100, 70029, Kuopio, Finland
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Wang CY, Yin T, Ma KH, Shyu JF, Cheng CP, Wang YC, Huang YL, Chiang MH. Enhancing anatomy education through cooperative learning: harnessing virtual reality for effective gross anatomy learning. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00100-23. [PMID: 38108010 PMCID: PMC10720469 DOI: 10.1128/jmbe.00100-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/23/2023] [Accepted: 09/11/2023] [Indexed: 12/19/2023]
Abstract
The advent of virtual reality (VR) in education offers unique possibilities for facilitating cooperative learning strategies, particularly in fields demanding intricate spatial understanding, such as gross anatomy. This study investigates the impact of integrating cooperative learning strategies within a VR-based gross anatomy curriculum, focusing on enhancing students' anatomy knowledge and skills. We analyzed the performance of two cohorts of first-year nursing students across five semesters (2016-2020), where traditional learning methods were used in the first three semesters (2016-2018), and a VR-based cooperative learning approach was adopted in the last two semesters (2019-2020). Our findings suggest that the VR-based cooperative learning group achieved significantly higher scores in their gross anatomy laboratory courses compared to their counterparts learning through traditional methods. This research provides valuable insights into how the integration of VR technology and cooperative learning strategies can not only enhance learning outcomes but also improve the VR learning experience by reducing motion sickness. It accentuates the potential of VR-based cooperative learning as an impactful educational tool in anatomy education. Future research should further explore the optimal integration of VR and cooperative learning strategies in diverse course types and their potential to enhance educational outcomes and the learning experience.
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Affiliation(s)
- Chao-Ying Wang
- Department and Graduate Institute of Biology and Anatomy, National Defense Medical Center, Taipei, Taiwan
- Department of Radiology, Tri-Service General Hospital, National Defense Medical Center, Taipei, Taiwan
| | - Ti Yin
- Nursing Department, Tri-Service General Hospital, National Defense Medical Center, Taipei, Taiwan
| | - Kuo-Hsing Ma
- Department and Graduate Institute of Biology and Anatomy, National Defense Medical Center, Taipei, Taiwan
| | - Jia-Fwu Shyu
- Department and Graduate Institute of Biology and Anatomy, National Defense Medical Center, Taipei, Taiwan
| | - Chia-Pi Cheng
- Department and Graduate Institute of Biology and Anatomy, National Defense Medical Center, Taipei, Taiwan
| | - Yu-Chiao Wang
- Taoyuan Armed Forces General Hospital, Taoyuan, Taiwan
| | - Yun-Ling Huang
- Department and Graduate Institute of Biology and Anatomy, National Defense Medical Center, Taipei, Taiwan
| | - Ming-Hsien Chiang
- Department and Graduate Institute of Biology and Anatomy, National Defense Medical Center, Taipei, Taiwan
- Higher Education SPROUT Project Office, National Defense Medical Center, Taipei, Taiwan
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Miltykh I, Kafarov ES, Covantsev S, Dadashev AS, Skarlis AA, Zenin OK. A new dimension in medical education: Virtual reality in anatomy during COVID-19 pandemic. Clin Anat 2023; 36:1007-1015. [PMID: 37485993 DOI: 10.1002/ca.24098] [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: 04/02/2023] [Revised: 06/29/2023] [Accepted: 07/06/2023] [Indexed: 07/25/2023]
Abstract
Virtual reality technology has been increasingly used in the field of anatomy education, particularly in response to the COVID-19 pandemic. Virtual reality in anatomy (VRA) allows the creation of immersive, three-dimensional environments or experiences that can interact in a seemingly real or physical way. A comprehensive search of electronic databases was conducted to identify relevant studies. The search included studies published between 2020 and June 2023. The use of VRA education has been shown to be effective in improving students' understanding and retention of knowledge, as well as developing practical skills such as surgical techniques. VRA can allow students to visualize and interact with complex structures and systems in a way that is not possible with traditional methods. It can also provide a safe and ethical alternative to cadavers, which may be in short supply or have access restrictions. Additionally, VRA can be used to create customized learning experiences, allowing students to focus on specific areas of anatomy or to repeat certain exercises as needed. However, there are also limitations to the use of VRA education, including cost and the need for specialized equipment and training, as well as concerns about the realism and accuracy of VRA models. To fully utilize the potential of VRA education, it is important for educators to carefully consider the appropriate use of VR and to continuously evaluate its effectiveness. It is important for educators to carefully consider the appropriate use of VRA and to continuously evaluate its effectiveness to fully utilize its potential.
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Affiliation(s)
- Ilia Miltykh
- Department of Human Anatomy, Penza State University, Penza, Russia
- Θ.Υ.Ε.∑.Π.Α. Program, National and Kapodistrian University of Athens, Athens, Greece
| | - Edgar S Kafarov
- Department of Normal and Topographic Anatomy with Operative Surgery, Chechen State University, Grozny, Russia
| | - Serghei Covantsev
- Department of Research and Clinical Development, Botkin Hospital, Moscow, Russia
| | - Ali S Dadashev
- Department of Normal and Topographic Anatomy with Operative Surgery, Chechen State University, Grozny, Russia
| | - Apostolos A Skarlis
- Data Protection Officer, National Center of Emergency Healthcare, Athens, Greece
- School of Law, National and Kapodistrian University of Athens, Athens, Greece
| | - Oleg K Zenin
- Department of Human Anatomy, Penza State University, Penza, Russia
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Kim K, Xie N, Hammersmith L, Berrocal Y, Roni MA. Impact of Virtual Reality on Pharmacology Education: A Pilot Study. Cureus 2023; 15:e43411. [PMID: 37706136 PMCID: PMC10496858 DOI: 10.7759/cureus.43411] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/13/2023] [Indexed: 09/15/2023] Open
Abstract
Introduction Virtual reality (VR) is a powerful tool in health professional education. It has been successfully implemented in various domains of education with positive learning outcomes. The three-dimensional (3D) visualization offered by VR can potentially be applied to learn complex pharmacology topics. This study aims to investigate whether VR technology can improve the learning of complex pharmacological concepts. Methods A VR learning module on cardiovascular drugs was developed using Kern's six-step framework. 32 medical students participated in the pilot study. Their pharmacology knowledge was assessed using pre- and post-intervention tests. Additionally, feedback from the participants were collected through a post-intervention survey that assessed learner satisfaction, ease of use, perceived usefulness, quality of visual elements, intention to use, and comfort level during the VR experience. Results Participants scored significantly higher in the post-intervention test than in the pre-intervention test (p <0.05). A majority of the participants (90%) were satisfied with the VR module, finding it easy to use, and time efficient. A minority of participants (15%) preferred a traditional learning format while some participants (20%) experienced discomfort in VR. Conclusion Our findings suggest that VR enhances pharmacology knowledge in medical students and is well-received as an innovative educational tool. By providing immersive 3D visualization of complex drug actions, VR has the potential to transform pharmacology education into an engaging and effective learning experience.
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Affiliation(s)
- Kevin Kim
- Health Sciences Education and Pathology, University of Illinois Chicago, Peoria, USA
| | - Nicholas Xie
- Health Sciences Education and Pathology, University of Illinois Chicago, Peoria, USA
| | - Leslie Hammersmith
- Health Sciences Education and Pathology, University of Illinois Chicago, Peoria, USA
| | - Yerko Berrocal
- Foundational Sciences, Alice L. Walton School of Medicine, Bentonville, USA
| | - Monzurul A Roni
- Health Sciences Education and Pathology, University of Illinois Chicago, Peoria, USA
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Koucheki R, Lex JR, Morozova A, Ferri D, Hauer TM, Mirzaie S, Ferguson PC, Ballyk B. Immersive Virtual Reality and Cadaveric Bone are Equally Effective in Skeletal Anatomy Education: A Randomized Crossover Noninferiority Trial. JOURNAL OF SURGICAL EDUCATION 2023; 80:1028-1038. [PMID: 37150701 DOI: 10.1016/j.jsurg.2023.04.005] [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: 10/28/2022] [Revised: 02/10/2023] [Accepted: 04/09/2023] [Indexed: 05/09/2023]
Abstract
OBJECTIVE Immersive virtual reality (IVR) technology is transforming medical education. Our aim was to compare the effectiveness of IVR with cadaveric bone models in teaching skeletal anatomy. DESIGN A randomized crossover noninferiority trial was conducted. SETTING Anatomy laboratory of a large medical school. PARTICIPANTS Incoming first-year medical students. Participants were randomized to IVR or cadaveric groups studying upper limb skeletal anatomy, and then were crossed over to use the opposite tool, to study lower limb skeletal anatomy. Participants in both groups completed a pre-and postintervention knowledge test. The primary endpoint of the study was change in performance from the pre-to postintervention knowledge test. Surveys were completed to assess participant's impressions on IVR as an educational tool. RESULTS Fifty first-year medical students met inclusion criteria and were randomized. Among all students, the average score on the preintervention knowledge test was 14.6% (standard deviation (SD) = 18.2%) and 25.0% (SD = 17%) for upper and lower limbs, respectively. Percentage increase in scores between pre-and postintervention knowledge test, was 15.0% in the upper limb IVR group, and 16.7% for upper limb cadaveric bones (p = 0.286). For the lower limb, score increase was 22.6% in the IVR and 22.5% in the cadaveric bone group (p = 0.936). 79% of participants found that IVR was most valuable for teaching 3-dimensional orientation, anatomical relationships, and key landmarks. Majority of participants were favorable towards combination use of traditional methods and IVR technology for learning skeletal anatomy (LSM>3). CONCLUSIONS In this randomized controlled trial, there was no significant difference in knowledge after using IVR or cadaveric bones for skeletal anatomy education. These findings have further implications for medical schools that face challenges in acquiring human cadavers and cadaveric parts.
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Affiliation(s)
- Robert Koucheki
- Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada; Institute of Biomedical Engineering, Toronto, Ontario, Canada.
| | - Johnathan R Lex
- Institute of Biomedical Engineering, Toronto, Ontario, Canada; Division of Orthopaedic Surgery, University of Toronto, Ontario, Canada
| | - Alexandra Morozova
- Division of Anatomy, University of Toronto, Ontario, Canada; Department of Anatomy, Third Faculty of Medicine, Charles University, Prague, Czechia
| | - Dario Ferri
- Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Tyler M Hauer
- Institute of Biomedical Engineering, Toronto, Ontario, Canada
| | - Sarah Mirzaie
- David Geffen School of Medicine, University of California Los Angeles, Los Angeles, California
| | - Peter C Ferguson
- Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada; Division of Orthopaedic Surgery, University of Toronto, Ontario, Canada; Department of Orthopaedic Surgery, Mount Sinai Hospital, Toronto, Ontario, Canada
| | - Barbara Ballyk
- Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada; Division of Anatomy, University of Toronto, Ontario, Canada
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Jaffar MS, Marei H, Rathan R, Ayoub A. Influence of students' self-directed learning on situational interest: A prospective randomised study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:374-381. [PMID: 35543329 DOI: 10.1111/eje.12818] [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: 07/24/2021] [Revised: 02/19/2022] [Accepted: 04/02/2022] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Evaluate the effectiveness of a newly developed interactive 3D head and neck software package on students' situational interest and knowledge acquisition. MATERIAL AND METHODS A prospective randomised controlled study was carried out on two groups of dental students, 25 each. The study group "A" received education on head and neck anatomy using an interactive 3D software package. The same content was delivered to the students in group B via the standard PowerPoint presentation. The same lecturer delivered the educational modules over 80 min. Throughout the course of learning, the students completed a situational interest questionnaire, every 20 min. At the end of the session, each participant completed a knowledge acquisition test. RESULTS Wilcoxon signed-rank sum test showed a clear difference in the pattern of situational interest between the two groups; a statistically significant drop in the interest in the head and neck was noted amongst the students after 40 min in group B (p < .05). An opposite pattern was detected amongst the students in group A. No statistically significant differences were detected in the knowledge acquisition between the two groups. CONCLUSION The 3D software package of the head and neck anatomy has augmented the students' situational interest and improved their knowledge acquisition. However, further research is required to evaluate students' perception and experience of its use before it is widely generalised in universities and educational institutes.
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Affiliation(s)
- Maryam Sayed Jaffar
- Department of Data and Statistics, Emirates Health Services, Dubai, United Arab Emirates
| | - Hesham Marei
- Department of Oral & Maxillofacial Surgery, College of Dentistry, Gulf Medical University, Ajman, United Arab Emirates
| | - Ramya Rathan
- Department of Anatomy, College of Medicine, Gulf Medical University, Ajman, United Arab Emirates
| | - Ashraf Ayoub
- Department of Oral & Maxillofacial Surgery, The University of Glasgow Dental Hospital & School, Glasgow, UK
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13
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Asad MR, Asghar A, Tadvi N, Ahmed MM, Nazeer M, Amir KM, Nasir N, Shaik RA, Patra A. Medical Faculty Perspectives Toward Cadaveric Dissection as a Learning Tool for Anatomy Education: A Survey Study in India. Cureus 2023; 15:e37713. [PMID: 37206509 PMCID: PMC10191457 DOI: 10.7759/cureus.37713] [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: 03/05/2023] [Accepted: 04/17/2023] [Indexed: 05/21/2023] Open
Abstract
Cadaveric dissection, as a learning tool, has been a part of Indian medical education. Worldwide, with reforms in medical education and the introduction of new learning modalities, cadaveric dissection has been complemented with other modalities such as living anatomy and virtual anatomy. This study aims to collect the feedback of faculty members regarding the role of dissection in the present context of medical education. The method of the study involved a 32-item questionnaire to collect responses; they were collected using the 5-point Likert scale along with two open-ended questions. In general, the closed questions covered these sections: learning styles, interpersonal skills, teaching and learning, dissection, and other learning modes. The principal component analysis was used to explore the multivariate relationships among the items' perceptions. The multivariate regression analysis was conducted between the construct and the latent variable to develop the structural equation model. Four themes, PC1 (learning ability with structural orientation), PC2 (interpersonal skill), PC3 (multimedia-virtual tool), and PC5 (associated factors) had positive relation and were treated as a latent variable motivation for dissection, and theme 4 (PC4, safety) had a negative correlation and was treated as a latent variable repulsion for dissection. It was found that the dissection room is an important place for learning clinical and personal skills, along with empathy, in anatomy education. Safety issues and implementation of stress-coping activities during the induction phase are required. There is also a need to use mixed-method approaches that integrate technology-enhanced learning such as virtual anatomy, living anatomy, and radiological anatomy with cadaveric dissection.
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Affiliation(s)
- Mohammad R Asad
- Department of Basic Medical Sciences, College of Medicine, Majmaah University, Al Majmaah, SAU
| | - Adil Asghar
- Anatomy, All India Institute of Medical Sciences, Patna, IND
| | - Nasir Tadvi
- Department of Pharmacology, Government Medical College, Telengna, IND
| | - Mohammad M Ahmed
- Department of Basic Medical Sciences, College of Medicine, Majmaah University, Al Majmaah, SAU
| | - Mohammed Nazeer
- Department of Basic Medical Sciences, Majmaah University, Al Majmaah, SAU
| | - Khwaja M Amir
- Department of Basic Medical Sciences, Majmaah University, Al Majmaah, SAU
| | - Nazim Nasir
- Department of Basic Medical Sciences, College of Applied Medical Sciences, King Khalid University, Abha, SAU
| | - Riyaz A Shaik
- Department of Family and Community Medicine, College of Medicine, Majmaah University, Al Majmaah, SAU
| | - Apurba Patra
- Anatomy, All India Institute of Medical Sciences, Bathinda, IND
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14
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Ryan G, Rafferty A, Murphy J, Higgins MF, Mangina E, McAuliffe FM. Virtual reality learning: A randomized controlled trial assessing medical student knowledge of fetal development. Int J Gynaecol Obstet 2023. [PMID: 36883288 DOI: 10.1002/ijgo.14684] [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: 06/27/2022] [Revised: 12/14/2022] [Accepted: 01/04/2023] [Indexed: 03/09/2023]
Abstract
OBJECTIVE To investigate whether a virtual reality learning environment (VRLE) enhanced student understanding and knowledge compared with a traditional tutorial. METHOD A randomized controlled trial involving medical students from University College Dublin, Ireland. Participants were assigned to an intervention (VRLE involving a 15-min learning experience on the stages of fetal development) or control (PowerPoint tutorial on the same topic) group. Multiple choice questionnaires (MCQs) assessed knowledge at three time points: preintervention, immediately postintervention, and 1 week postintervention. Primary outcomes were differences in MCQ knowledge scores postintervention between groups. Secondary outcomes included attitudes on the learning experience assessed using the Student Satisfaction and Self-Confidence in Learning Scale (SCLS) and the Virtual Reality Design Scale (VRDS). RESULTS No statistically significant between-group differences were found in the primary outcome assessing postintervention knowledge scores. Within-group differences in knowledge scores were significant among the three time points for both the intervention (P < 0.01 [95% confidence interval, 5.33-6.19]) and control (P = 0.02 [95% confidence interval, 5.74-6.49]) groups. Mean levels of satisfaction and self-confidence in learning were higher in the intervention group compared with the control group: 54.2 (standard deviation, 7.5) and 50.5 (standard deviation, 7.2), respectively (P = 0.21). CONCLUSION VRLEs are a learning tool that can support knowledge development.
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Affiliation(s)
- Grace Ryan
- UCD Perinatal Research Centre, School of Medicine, University College Dublin, National Maternity Hospital, Dublin, Ireland
| | - Anthony Rafferty
- UCD Perinatal Research Centre, School of Medicine, University College Dublin, National Maternity Hospital, Dublin, Ireland
| | - John Murphy
- UCD School of Computer Science, University College Dublin, Dublin, Ireland
| | - Mary F Higgins
- UCD Perinatal Research Centre, School of Medicine, University College Dublin, National Maternity Hospital, Dublin, Ireland
| | - Eleni Mangina
- UCD School of Computer Science, University College Dublin, Dublin, Ireland
| | - Fionnuala M McAuliffe
- UCD Perinatal Research Centre, School of Medicine, University College Dublin, National Maternity Hospital, Dublin, Ireland
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15
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Aydin SO, Barut O, Yilmaz MO, Sahin B, Akyoldas G, Akgun MY, Baran O, Tanriover N. Use of 3-Dimensional Modeling and Augmented/Virtual Reality Applications in Microsurgical Neuroanatomy Training. Oper Neurosurg (Hagerstown) 2023; 24:318-323. [PMID: 36701556 DOI: 10.1227/ons.0000000000000524] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2022] [Accepted: 09/13/2022] [Indexed: 01/27/2023] Open
Abstract
BACKGROUND Understanding the microsurgical neuroanatomy of the brain is challenging yet crucial for safe and effective surgery. Training on human cadavers provides an opportunity to practice approaches and learn about the brain's complex organization from a surgical view. Innovations in visual technology, such as virtual reality (VR) and augmented reality (AR), have immensely added a new dimension to neuroanatomy education. In this regard, a 3-dimensional (3D) model and AR/VR application may facilitate the understanding of the microsurgical neuroanatomy of the brain and improve spatial recognition during neurosurgical procedures by generating a better comprehension of interrelated neuroanatomic structures. OBJECTIVE To investigate the results of 3D volumetric modeling and AR/VR applications in showing the brain's complex organization during fiber dissection. METHODS Fiber dissection was applied to the specimen, and the 3D model was created with a new photogrammetry method. After photogrammetry, the 3D model was edited using 3D editing programs and viewed in AR. The 3D model was also viewed in VR using a head-mounted display device. RESULTS The 3D model was viewed in internet-based sites and AR/VR platforms with high resolution. The fibers could be panned, rotated, and moved freely on different planes and viewed from different angles on AR and VR platforms. CONCLUSION This study demonstrated that fiber dissections can be transformed and viewed digitally on AR/VR platforms. These models can be considered a powerful teaching tool for improving the surgical spatial recognition of interrelated neuroanatomic structures. Neurosurgeons worldwide can easily avail of these models on digital platforms.
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Affiliation(s)
- Serdar Onur Aydin
- Microsurgical Neuroanatomy Laboratory, Department of Neurosurgery, Koc University Hospital, Istanbul, Turkey
| | - Ozan Barut
- Microsurgical Neuroanatomy Laboratory, Department of Neurosurgery, Cerrahpasa Medical Faculty, Istanbul University-Cerrahpasa, Istanbul, Turkey
| | - Mehmet Ozgur Yilmaz
- Microsurgical Neuroanatomy Laboratory, Department of Neurosurgery, Koc University Hospital, Istanbul, Turkey
| | - Balkan Sahin
- Microsurgical Neuroanatomy Laboratory, Department of Neurosurgery, Koc University Hospital, Istanbul, Turkey
| | - Goktug Akyoldas
- Department of Neurosurgery, Koc University Hospital, Istanbul, Turkey
| | | | - Oguz Baran
- Microsurgical Neuroanatomy Laboratory, Department of Neurosurgery, Koc University Hospital, Istanbul, Turkey
- Department of Neurosurgery, Koc University Hospital, Istanbul, Turkey
| | - Necmettin Tanriover
- Microsurgical Neuroanatomy Laboratory, Department of Neurosurgery, Cerrahpasa Medical Faculty, Istanbul University-Cerrahpasa, Istanbul, Turkey
- Department of Neurosurgery, Cerrahpasa Medical Faculty, Istanbul University-Cerrahpasa, Istanbul, Turkey
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16
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Sinha S, DeYoung V, Nehru A, Brewer-Deluce D, Wainman BC. Determinants of Learning Anatomy in an Immersive Virtual Reality Environment - A Scoping Review. MEDICAL SCIENCE EDUCATOR 2023; 33:287-297. [PMID: 36573211 PMCID: PMC9774061 DOI: 10.1007/s40670-022-01701-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 11/28/2022] [Indexed: 06/17/2023]
Abstract
UNLABELLED Given the decline of cadavers as anatomy teaching tools, immersive virtual reality (VR) technology has gained popularity as a potential alternative. To better understand how to maximize the educational potential of VR, this scoping review aimed to identify potential determinants of learning anatomy in an immersive VR environment. A literature search yielded 4523 studies, 25 of which were included after screening. Six common factors were derived from secondary outcomes in these papers: cognitive load, cybersickness, student perceptions, stereopsis, spatial understanding, and interactivity. Further objective research investigating the impact of these factors on anatomy examination performance is required. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-022-01701-y.
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Affiliation(s)
- Sakshi Sinha
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, 1280 Main St. W. HSC 1R1, Hamilton, ON L8S 4L8 Canada
| | - Veronica DeYoung
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, 1280 Main St. W. HSC 1R1, Hamilton, ON L8S 4L8 Canada
| | - Amit Nehru
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, 1280 Main St. W. HSC 1R1, Hamilton, ON L8S 4L8 Canada
| | - Danielle Brewer-Deluce
- School of Kinesiology, Faculty of Health Sciences, Western University, London, ON Canada
| | - Bruce C. Wainman
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, 1280 Main St. W. HSC 1R1, Hamilton, ON L8S 4L8 Canada
- Department of Pathology and Molecular Medicine, Faculty of Health Sciences, McMaster University, Hamilton, ON Canada
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17
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Alibhai KM, Burhunduli P, Tarzi C, Patel K, Seabrook C, Brandys T. Transforming the "SEAD": Evaluation of a Virtual Surgical Exploration and Discovery Program and its Effects on Career Decision-Making. JOURNAL OF SURGICAL EDUCATION 2023; 80:256-269. [PMID: 36333172 DOI: 10.1016/j.jsurg.2022.09.016] [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: 06/05/2022] [Revised: 08/21/2022] [Accepted: 09/23/2022] [Indexed: 06/16/2023]
Abstract
OBJECTIVE The abrupt cessation of in-person education due to the COVID-19 pandemic has made it difficult for preclerkship students to explore a career in surgery. To supplement the lack of exposure, the Surgical Exploration and Discovery (SEAD) program was transitioned to an entirely virtual format. This study aims to describe the virtual SEAD program and evaluate its effectiveness as a career decision-making (CDM) intervention. DESIGN The week-long program was delivered on Microsoft Teams, featured 11 surgical specialties, and comprised four activities: live demonstrations, virtual operating room observerships, career talks, and technical skills workshops. The program was evaluated using the four levels of the Kirkpatrick model: (1) reactions, (2) knowledge, (3) CDM behaviors - assessed using the Career Decision-making Difficulties Questionnaire (CDDQ) - and (4) results. The latter was indirectly assessed using CDDQ scores from an in-person SEAD program, where lower CDDQ scores indicate less difficulty with CDM. SETTING Faculty of Medicine at the University of Ottawa in Ontario, Canada. PARTICIPANTS Forty pre-clerkship students (27 first and 13 second year students) at the University of Ottawa RESULTS: Level 1: 97.5% of participants rated the program as good or very good. Live demonstration and technical skills workshops were the highest rated activities. Level 2: participants' scores on knowledge-based questions about a surgical career significantly increased following the program (pre: 9/25 vs post: 15/25, p = 0.008). Level 3: overall mean CDDQ scores (±SD) decreased difficulties with significantly following the program (pre: 45.6 ± 10.5 vs post: 38.8 ± 10.9, p < 0.001), which indicates decreased CDM difficulties. Level 4: Except for one sub-category, the difference in mean CDDQ scores between the virtual and in-person programs were not significantly different. CONCLUSION The program received the positive reactions and significantly increased participants' knowledge. The change in CDDQ scores following the virtual program suggests it may reduce career decision-making difficulties in the short-term. In-person surgical exposure remains important; however, a hybrid model may be valuable in resource limited settings. WC: 300.
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Affiliation(s)
| | | | | | - Kush Patel
- Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada
| | - Christine Seabrook
- Department of Surgery Office of Education, University of Ottawa, Ottawa, Ontario, Canada
| | - Tim Brandys
- Department of Surgery, Faculty of Medicine, Division of Vascular Surgery, Department of Surgery, The Ottawa Hospital - General Campus, Ottawa, Ontario, Canada
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18
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Hisley K. An Overview of Traditional and Advanced Visualization Techniques Applied to Anatomical Instruction Involving Cadaveric Dissection. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1431:35-63. [PMID: 37644287 DOI: 10.1007/978-3-031-36727-4_3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/31/2023]
Abstract
This work provides an overview of the role, basic concepts, significance, and instructional contributions of current and evolving digital visualization technologies being applied in first-year anatomy curricula. These are visualization methods that have been and are being used to support both basic science and clinical applications of gross anatomical teaching and learning to the health professions (i.e., medical, dental, physical therapy, chiropractic and nursing students). It first presents a foundation as to how this discipline has been and is being taught within the professional school environment using visualization and illustration: aspects of learning, the format of the first-year anatomy curriculum, the nature of the visual information network in support of educational excellence and newer opportunities afforded by advanced technologies placing the student at the center of the learning experience. Then, the nature of each of these new methods is presented with their individual unique characteristics, and the results that anatomy faculty running cadaveric dissection courses had with the evaluation of the new technologies.The Conclusion section lists key points found in the literature as reported. Finally, the Future Work section proposes investigations into standardizing the presentation and assessment of anatomical concepts using prominent in situ structures of viscera, their enclosures and resident compartments for more precise and reproducible measurement of then instructional effectiveness of the new techniques.
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Affiliation(s)
- Kenneth Hisley
- Pre-Clinical Studies - Anatomy, William Carey University College of Osteopathic Medicine, Hattiesburg, MS, USA.
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19
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Narang K, Imsirovic A, Dhanda J, Smith CF. Virtual Reality for Anatomy and Surgical Teaching. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1397:135-149. [DOI: 10.1007/978-3-031-17135-2_8] [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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20
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Govender S, Cronjé JY, Keough N, Oberholster AJ, van Schoor AN, de Jager EJ, Naicker J. Emerging Imaging Techniques in Anatomy: For Teaching, Research and Clinical Practice. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1392:19-42. [DOI: 10.1007/978-3-031-13021-2_2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/04/2022]
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21
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Yang J. Technology-Enhanced Preclinical Medical Education (Anatomy, Histology and Occasionally, Biochemistry): A Practical Guide. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1431:65-93. [PMID: 37644288 DOI: 10.1007/978-3-031-36727-4_4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/31/2023]
Abstract
The recent explosion of technological innovations in mobile technology, virtual reality (VR), digital dissection, online learning platform, 3D printing, and augmented reality (AR) has provided new avenues for improving preclinical education, particularly in anatomy and histology education. Anatomy and histology are fundamental components of medical education that teach students the essential knowledge of human body structure and organization. However, these subjects are widely considered to be some of the most difficult disciplines for healthcare students. Students often face challenges in areas such as the complexity and overwhelming volume of knowledge, difficulties in visualizing body structures, navigating and identifying tissue specimens, limited exposure to learning materials, and lack of clinical relevance. The COVID-19 pandemic has further exacerbated the situation by reducing face-to-face teaching opportunities and affecting the availability of body donations for medical education.To overcome these challenges, educators have integrated various educational technologies, such as virtual reality, digital 3D anatomy apps, 3D printing, and AI chatbots, into preclinical education. These technologies have effectively improved students' learning experiences and knowledge retention. However, the integration of technologies into preclinical education requires appropriate pedagogical approaches and logistics to align with educational theories and achieve the intended learning outcomes.The chapter provides practical guidance and examples for integrating technologies into anatomy, histology, and biochemistry preclinical education. The author emphasizes that every technology has its own benefits and limitations and is best suited to specific learning scenarios. Therefore, it is recommended that educators and students should utilize multiple modalities for teaching and learning to achieve the best outcomes. The chapter also acknowledges that cadaver-based anatomy education is essential and proposes that educational technologies can serve as a crucial complement for promoting active learning, problem solving, knowledge application, and enhancing conventional cadaver-based education.
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Affiliation(s)
- Jian Yang
- The School of Biomedical Sciences, LKS Faculty of Medicine, The University of Hong Kong, Pok Fu Lam, Hong Kong, China.
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22
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Chimmalgi M, Hortsch M. Teaching Histology Using Self-Directed Learning Modules (SDLMs) in a Blended Approach. MEDICAL SCIENCE EDUCATOR 2022; 32:1455-1464. [PMID: 36407816 PMCID: PMC9640883 DOI: 10.1007/s40670-022-01669-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 10/20/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION New technologies like virtual microscopy have revolutionized histology education. However, first-year students often require additional assistance with virtual slides. Online self-directed learning modules (SDLMs) were developed to provide such support to learners by offering them short instructional videos that are uploaded to YouTube and the instructional website. The purpose of this study was to determine the effectiveness of SDLMs and to sample students' opinions about SDLMs. METHOD Over a 3-year time span, SDLMs were used to augment histology lessons, and their effectiveness (on learning outcomes) was measured by using traditional steeple-chase and/or virtual slide assessments. Average percentage scores for both methods of assessment were compared using paired or independent t-tests. Student opinions about SDLMs were collected using an anonymous survey. The survey results were analyzed by average scores and thematic analysis of the narrative responses. RESULTS Using SDLMs in a blended approach showed significant improvement in students' academic performance - irrespective of the method of assessment. There was a strong positive correlation with the performance when students were assessed using the virtual slide method. However, a standalone approach using SDLMs did not positively impact learning outcomes. Survey results indicated that most students perceived the videos as helpful for understanding the subject better and as quick review opportunities. CONCLUSION The results support the use of SDLMs in a blended instructional approach and as an adjunct resource to conventional microscopy. This use of SDLMs was positively received by learners and significantly improved the learning outcome. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-022-01669-9.
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Affiliation(s)
- Mamata Chimmalgi
- Department of Anatomy, Sree Gokulam Medical College & Research Foundation, Venjaramoodu, Trivandrum, Kerala India
| | - Michael Hortsch
- Departments of Cell & Developmental Biology and of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, MI USA
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23
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Timonen T, Dietz A, Linder P, Lehtimäki A, Löppönen H, Elomaa AP, Iso-Mustajärvi M. The effect of virtual reality on temporal bone anatomy evaluation and performance. Eur Arch Otorhinolaryngol 2022; 279:4303-4312. [PMID: 34837519 PMCID: PMC9363303 DOI: 10.1007/s00405-021-07183-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2021] [Accepted: 11/15/2021] [Indexed: 11/09/2022]
Abstract
PURPOSE There is only limited data on the application of virtual reality (VR) for the evaluation of temporal bone anatomy. The aim of the present study was to compare the VR environment to traditional cross-sectional viewing of computed tomography images in a simulated preoperative planning setting in novice and expert surgeons. METHODS A novice (n = 5) and an expert group (n = 5), based on their otosurgery experience, were created. The participants were asked to identify 24 anatomical landmarks, perform 11 distance measurements between surgically relevant anatomical structures and 10 fiducial markers on five cadaver temporal bones in both VR environment and cross-sectional viewings in PACS interface. The data on performance time and user-experience (i.e., subjective validation) were collected. RESULTS The novice group made significantly more errors (p < 0.001) and with significantly longer performance time (p = 0.001) in cross-sectional viewing than the expert group. In the VR environment, there was no significant differences (errors and time) between the groups. The performance of novices improved faster in the VR. The novices showed significantly faster task performance (p = 0.003) and a trend towards fewer errors (p = 0.054) in VR compared to cross-sectional viewing. No such difference between the methods were observed in the expert group. The mean overall scores of user-experience were significantly higher for VR than cross-sectional viewing in both groups (p < 0.001). CONCLUSION In the VR environment, novices performed the anatomical evaluation of temporal bone faster and with fewer errors than in the traditional cross-sectional viewing, which supports its efficiency for the evaluation of complex anatomy.
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Affiliation(s)
- Tomi Timonen
- Department of Otorhinolaryngology, Kuopio University Hospital, Puijonlaaksontie 2, 70210 Kuopio, PL 100, 70029, Kuopio, Finland.
- School of Medicine, Institute of Clinical Medicine, University of Eastern Finland, Kuopio, Finland.
| | - Aarno Dietz
- Department of Otorhinolaryngology, Kuopio University Hospital, Puijonlaaksontie 2, 70210 Kuopio, PL 100, 70029, Kuopio, Finland
- School of Medicine, Institute of Clinical Medicine, University of Eastern Finland, Kuopio, Finland
| | - Pia Linder
- Department of Otorhinolaryngology, Kuopio University Hospital, Puijonlaaksontie 2, 70210 Kuopio, PL 100, 70029, Kuopio, Finland
| | - Antti Lehtimäki
- Department of Radiology, Kuopio University Hospital, Kuopio, Finland
| | - Heikki Löppönen
- Department of Otorhinolaryngology, Kuopio University Hospital, Puijonlaaksontie 2, 70210 Kuopio, PL 100, 70029, Kuopio, Finland
- School of Medicine, Institute of Clinical Medicine, University of Eastern Finland, Kuopio, Finland
| | - Antti-Pekka Elomaa
- Microsurgery Centre of Eastern Finland, Kuopio, Finland
- Department of Neurosurgery, Kuopio University Hospital, Kuopio, Finland
| | - Matti Iso-Mustajärvi
- Department of Otorhinolaryngology, Kuopio University Hospital, Puijonlaaksontie 2, 70210 Kuopio, PL 100, 70029, Kuopio, Finland
- Microsurgery Centre of Eastern Finland, Kuopio, Finland
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24
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Goyal S, Chua C, Chen YS, Murphy D, O 'Neill GK. Utility of 3D printed models as adjunct in acetabular fracture teaching for Orthopaedic trainees. BMC MEDICAL EDUCATION 2022; 22:595. [PMID: 35918716 PMCID: PMC9344721 DOI: 10.1186/s12909-022-03621-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/12/2022] [Accepted: 06/27/2022] [Indexed: 06/15/2023]
Abstract
OBJECTIVE To evaluate the use of 3-D printed models as compared to didactic lectures in the teaching of acetabular fractures for Orthopaedic trainees. METHODS This was a randomised prospective study conducted in a tertiary hospital setting which consisted of 16 Orthopaedic residents. Ten different cases of acetabular fracture patterns were identified and printed as 3-D models. The baseline knowledge of orthopaedic residents regarding acetabular fracture classification and surgical approach was determined by an x-ray based pre-test. Trainees were then randomly assigned into two groups. Group I received only lectures. Group II were additionally provided with 3-D printed models during the lecture. Participants were then assessed for comprehension and retention of teaching. RESULTS Sixteen trainees participated in the trial. Both Group 1 and 2 improved post teaching with a mean score of 2.5 and 1.9 to 4.4 and 6 out of 10 respectively. The post test score for fracture classification and surgical approach were significantly higher for 3-D model group (p < 0.05). Trainees felt that the physical characteristics of the 3-D models were a good representation of acetabular fracture configuration, and should be used routinely for teaching and surgical planning. CONCLUSION 3-D printed model of real clinical cases have significant educational impact compared to lecture-based learning towards improving young trainees' understanding of complex acetabular fractures.
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Affiliation(s)
- S Goyal
- Department of Orthopaedics, University Orthopaedics and Hand & Reconstructive Microsurgery Centre, National University Health System, Level 11, Tower Block, 1E Kent Ridge Road, Singapore, 119228, Singapore.
| | - Cxk Chua
- Department of Orthopaedics, University Orthopaedics and Hand & Reconstructive Microsurgery Centre, National University Health System, Level 11, Tower Block, 1E Kent Ridge Road, Singapore, 119228, Singapore
| | - Y S Chen
- Department of Orthopaedic Surgery, Ng Teng Fong General Hospital, 1 Jurong East Street 21, Singapore, 609606, Singapore
| | - D Murphy
- Department of Orthopaedics, University Orthopaedics and Hand & Reconstructive Microsurgery Centre, National University Health System, Level 11, Tower Block, 1E Kent Ridge Road, Singapore, 119228, Singapore
| | - G K O 'Neill
- Department of Orthopaedics, University Orthopaedics and Hand & Reconstructive Microsurgery Centre, National University Health System, Level 11, Tower Block, 1E Kent Ridge Road, Singapore, 119228, Singapore
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25
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Affiliation(s)
- Fahad Alam
- From the Department of Anesthesia, Sunnybrook Health Sciences Centre.,Sunnybrook Simulation Centre, Toronto, Ontario, Canada.,Wilson Centre for Research in Medical Education, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada.,Canadian Anesthesiologists' Society-Simulation and Education Section, Toronto, Ontario, Canada.,Collaborative Human ImmerSive Interaction Laboratory, Toronto, Ontario, Canada.,Department of Anesthesiology and Pain Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Clyde Matava
- Collaborative Human ImmerSive Interaction Laboratory, Toronto, Ontario, Canada.,Department of Anesthesiology and Pain Medicine, University of Toronto, Toronto, Ontario, Canada.,Department of Anesthesia and Pain Medicine, Hospital for Sick Children, Toronto, Ontario, Canada
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26
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Gaba F, Gaba QQ, Fernando DA. How Can We Improve the Delivery of Urology Teaching to Medical Students Using Modern Educational Techniques? ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:777-780. [PMID: 35928593 PMCID: PMC9343255 DOI: 10.2147/amep.s372242] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Accepted: 07/22/2022] [Indexed: 06/15/2023]
Abstract
It is generally well-known that the medical school curriculum is becoming increasingly busy, more so with the COVID-19 pandemic. By itself, urology education will need to adapt to meet the changing circumstances, but it remains uncertain on how best to address this need. In this article, we will discuss several methods that will allow institutions to ease and overcome pressures using modern educational techniques. These methods can be classified based on the aspect of the curriculum they seek to improve, namely core-curricular teaching, anatomy training, virtual reality, and electronic learning opportunities. We anticipate that the implementation of these suggestions will enhance medical school teaching.
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Affiliation(s)
- Fortis Gaba
- University of Edinburgh Medical School, University of Edinburgh, Edinburgh, UK
| | - Qassi Q Gaba
- Department of Medical Sciences, University of Oxford, Oxford, UK
| | - Dilini A Fernando
- Ninewells Hospital and Medical School, University of Dundee, Dundee, UK
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27
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Aslani N, Behmanesh A, Garavand A, Maleki M, Davoodi F, Shams R. The Virtual Reality Technology Effects and Features in Cardiology Interventions Training: A Scoping Review. Med J Islam Repub Iran 2022; 36:77. [PMID: 36128285 PMCID: PMC9448494 DOI: 10.47176/mjiri.36.77] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Accepted: 07/11/2022] [Indexed: 11/06/2022] Open
Abstract
Background: Virtual Reality (VR) as an emerging and developing technology has received much attention in healthcare and trained different medical groups. Implementing specialized training in cardiac surgery is one of the riskiest and most sensitive issues related to clinical training. Studies have been conducted to train cardiac residents using this technology. This study aimed to identify the effects and features of VR technology in cardiology interventions training.
Methods: This scoping review was conducted in 2021 by searching PubMed, Scopus, and Web of Sciences scientific databases by combining the related keywords. A data extraction form was used for data gathering. Data analyses were done through the content analysis method, and results were reported based on the study objectives. Results: 21 studies were included; from the 777 articles found in the initial searches, seven (33.33%) were RCT studies. VR-based education studies in cardiology interventions have grown significantly in recent years. The main effects of applying VR include improved user attitude and satisfaction, improved performance after VR training, and improved training and learning. Input devices include tracking devices, point input devices, and controllers. Output devices were three main categories include graphics audios and haptic. Conclusion: The use of new technologies, especially VR, can improve the efficiency of medical training in clinical settings. It recommends that this technology train the necessary skills for heart surgery in cardiac residents before performing real surgery to reduce the potential risks and medical errors.
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Affiliation(s)
- Nasim Aslani
- Department of Health Information Technology, School of Allied Medical Sciences, Lorestan University of Medical Sciences, Khorramabad, Iran
| | - Ali Behmanesh
- Bone and Joint Reconstruction Research Center, Department of Orthopedics, School of Medicine, Iran University of Medical Sciences, Tehran, Iran,Education Development Center, Iran University of Medical Sciences, Tehran, Iran
| | - Ali Garavand
- Department of Health Information Technology, School of Allied Medical Sciences, Lorestan University of Medical Sciences, Khorramabad, Iran,Corresponding author: Dr Ali Garavand,
| | - Masoumeh Maleki
- Department of Health Information Management, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
| | - Freshteh Davoodi
- Department of Epidemiology, School of Health, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Roshanak Shams
- Bone and Joint Reconstruction Research Center, Department of Orthopedics, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
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28
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Vandenbossche V, Van de Velde J, Avet S, Willaert W, Soltvedt S, Smit N, Audenaert E. Digital body preservation: Technique and applications. ANATOMICAL SCIENCES EDUCATION 2022; 15:731-744. [PMID: 35578771 DOI: 10.1002/ase.2199] [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: 06/28/2021] [Revised: 02/25/2022] [Accepted: 05/10/2022] [Indexed: 06/15/2023]
Abstract
High-fidelity anatomical models can be produced with three-dimensional (3D) scanning techniques and as such be digitally preserved, archived, and subsequently rendered through various media. Here, a novel methodology-digital body preservation-is presented for combining and matching scan geometry with radiographic imaging. The technique encompasses joining layers of 3D surface scans in an anatomical correct spatial relationship. To do so, a computed tomography (CT) volume is used as template to join and merge different surface scan geometries by means of nonrigid registration into a single environment. In addition, the use and applicability of the generated 3D models in digital learning modalities is presented. Finally, as computational expense is usually the main bottleneck in extended 3D applications, the influence of mesh simplification in combination with texture mapping on the quality of 3D models was investigated. The physical fidelity of the simplified meshes was evaluated in relation to their resolution and with respect to key anatomical features. Large- and medium-scale features were well preserved despite extensive 3D mesh simplification. Subtle fine-scale features, particular in curved areas demonstrated the major limitation to extensive mesh size reduction. Depending on the local topography, workable mesh sizes ranging from 10% to 3% of the original size could be obtained, making them usable in various learning applications and environments.
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Affiliation(s)
- Vicky Vandenbossche
- Department of Human Structure and Repair, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium
| | - Joris Van de Velde
- Department of Human Structure and Repair, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium
| | - Stind Avet
- Department of Human Structure and Repair, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium
| | - Wouter Willaert
- Department of Human Structure and Repair, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium
- Department of Gastrointestinal Surgery, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium
| | - Stian Soltvedt
- Department of Informatics, Institute for Informatics, University of Bergen, Bergen, Norway
- Mohn Medical Imaging and Visualization Center, Haukeland University Hospital, Bergen, Norway
| | - Noeska Smit
- Department of Informatics, Institute for Informatics, University of Bergen, Bergen, Norway
- Mohn Medical Imaging and Visualization Center, Haukeland University Hospital, Bergen, Norway
| | - Emmanuel Audenaert
- Department of Human Structure and Repair, Faculty of Medicine and Health Sciences, Ghent University, Ghent, Belgium
- Department of Orthopedic Surgery and Traumatology, Faculty of Medicine and Health Sciences, Ghent University Hospital, Ghent, Belgium
- Department of Trauma and Orthopedics, Addenbrooke's Hospital, Cambridge University Hospitals NHS Foundation Trust, Cambridge, UK
- Op3Mech Research Group, Department of Electromechanics, Faculty of Applied Engineering, University of Antwerp, Antwerp, Belgium
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29
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Wu Q, Wang Y, Lu L, Chen Y, Long H, Wang J. Virtual Simulation in Undergraduate Medical Education: A Scoping Review of Recent Practice. Front Med (Lausanne) 2022; 9:855403. [PMID: 35433717 PMCID: PMC9006810 DOI: 10.3389/fmed.2022.855403] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2022] [Accepted: 03/10/2022] [Indexed: 01/05/2023] Open
Abstract
Virtual simulation (VS) as an emerging interactive pedagogical strategy has been paid more and more attentions in the undergraduate medical education. Because of the fast development of modern computer simulation technologies, more and more advanced and emerging VS-based instructional practices are constantly increasing to promote medical education in diverse forms. In order to describe an overview of the current trends in VS-based medical teaching and learning, this scoping review presented a worldwide analysis of 92 recently published articles of VS in the undergraduate medical teaching and learning. The results indicated that 98% of included articles were from Europe, North America, and Asia, suggesting a possible inequity in digital medical education. Half (52%) studies reported the immersive virtual reality (VR) application. Evidence for educational effectiveness of VS in medical students’ knowledge or skills was sufficient as per Kirkpatrick’s model of outcome evaluation. Recently, VS has been widely integrated in surgical procedural training, emergency and pediatric emergency medicine training, teaching of basic medical sciences, medical radiation and imaging, puncture or catheterization training, interprofessional medical education, and other case-based learning experiences. Some challenges, such as accessibility of VS instructional resources, lack of infrastructure, “decoupling” users from reality, as well as how to increase students’ motivation and engagement, should be addressed.
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Affiliation(s)
- Qingming Wu
- College of Medicine, Wuhan University of Science and Technology, Wuhan, China
- Tianyou Hospital, Wuhan University of Science and Technology, Wuhan, China
| | - Yubin Wang
- College of Medicine, Wuhan University of Science and Technology, Wuhan, China
| | - Lili Lu
- College of Medicine, Wuhan University of Science and Technology, Wuhan, China
| | - Yong Chen
- College of Medicine, Wuhan University of Science and Technology, Wuhan, China
| | - Hui Long
- Tianyou Hospital, Wuhan University of Science and Technology, Wuhan, China
| | - Jun Wang
- College of Medicine, Wuhan University of Science and Technology, Wuhan, China
- *Correspondence: Jun Wang,
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Scott H, Griffin C, Coggins W, Elberson B, Abdeldayem M, Virmani T, Larson-Prior LJ, Petersen E. Virtual Reality in the Neurosciences: Current Practice and Future Directions. Front Surg 2022; 8:807195. [PMID: 35252318 PMCID: PMC8894248 DOI: 10.3389/fsurg.2021.807195] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2021] [Accepted: 12/30/2021] [Indexed: 01/05/2023] Open
Abstract
Virtual reality has made numerous advancements in recent years and is used with increasing frequency for education, diversion, and distraction. Beginning several years ago as a device that produced an image with only a few pixels, virtual reality is now able to generate detailed, three-dimensional, and interactive images. Furthermore, these images can be used to provide quantitative data when acting as a simulator or a rehabilitation device. In this article, we aim to draw attention to these areas, as well as highlight the current settings in which virtual reality (VR) is being actively studied and implemented within the field of neurosurgery and the neurosciences. Additionally, we discuss the current limitations of the applications of virtual reality within various settings. This article includes areas in which virtual reality has been used in applications both inside and outside of the operating room, such as pain control, patient education and counseling, and rehabilitation. Virtual reality's utility in neurosurgery and the neurosciences is widely growing, and its use is quickly becoming an integral part of patient care, surgical training, operative planning, navigation, and rehabilitation.
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Affiliation(s)
- Hayden Scott
- College of Medicine, University of Arkansas for Medical Sciences, Little Rock, AR, United States
- *Correspondence: Hayden Scott
| | - Connor Griffin
- College of Medicine, University of Arkansas for Medical Sciences, Little Rock, AR, United States
| | - William Coggins
- Department of Neurosurgery, University of Arkansas for Medical Sciences, Little Rock, AR, United States
| | - Brooke Elberson
- Department of Neurosurgery, University of Arkansas for Medical Sciences, Little Rock, AR, United States
| | - Mohamed Abdeldayem
- Department of Anesthesiology, University of Arkansas for Medical Sciences, Little Rock, AR, United States
| | - Tuhin Virmani
- Department of Neurology, University of Arkansas for Medical Sciences, Little Rock, AR, United States
| | - Linda J. Larson-Prior
- Department of Neurology, University of Arkansas for Medical Sciences, Little Rock, AR, United States
- Department of Biomedical Informatics, University of Arkansas for Medical Sciences, Little Rock, AR, United States
- Department of Pediatrics, University of Arkansas for Medical Sciences, Little Rock, AR, United States
- Department of Psychiatry, University of Arkansas for Medical Sciences, Little Rock, AR, United States
- Department of Neurobiology and Developmental Sciences, University of Arkansas for Medical Sciences, Little Rock, AR, United States
| | - Erika Petersen
- Department of Anesthesiology, University of Arkansas for Medical Sciences, Little Rock, AR, United States
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31
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Jiang H, Vimalesvaran S, Wang JK, Lim KB, Mogali SR, Car LT. Virtual Reality in Medical Students' Education: Scoping Review. JMIR MEDICAL EDUCATION 2022; 8:e34860. [PMID: 35107421 PMCID: PMC8851326 DOI: 10.2196/34860] [Citation(s) in RCA: 27] [Impact Index Per Article: 13.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/11/2021] [Revised: 12/25/2021] [Accepted: 12/30/2021] [Indexed: 05/12/2023]
Abstract
BACKGROUND Virtual reality (VR) produces a virtual manifestation of the real world and has been shown to be useful as a digital education modality. As VR encompasses different modalities, tools, and applications, there is a need to explore how VR has been used in medical education. OBJECTIVE The objective of this scoping review is to map existing research on the use of VR in undergraduate medical education and to identify areas of future research. METHODS We performed a search of 4 bibliographic databases in December 2020. Data were extracted using a standardized data extraction form. The study was conducted according to the Joanna Briggs Institute methodology for scoping reviews and reported in line with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. RESULTS Of the 114 included studies, 69 (60.5%) reported the use of commercially available surgical VR simulators. Other VR modalities included 3D models (15/114, 13.2%) and virtual worlds (20/114, 17.5%), which were mainly used for anatomy education. Most of the VR modalities included were semi-immersive (68/114, 59.6%) and were of high interactivity (79/114, 69.3%). There is limited evidence on the use of more novel VR modalities, such as mobile VR and virtual dissection tables (8/114, 7%), as well as the use of VR for nonsurgical and nonpsychomotor skills training (20/114, 17.5%) or in a group setting (16/114, 14%). Only 2.6% (3/114) of the studies reported the use of conceptual frameworks or theories in the design of VR. CONCLUSIONS Despite the extensive research available on VR in medical education, there continue to be important gaps in the evidence. Future studies should explore the use of VR for the development of nonpsychomotor skills and in areas other than surgery and anatomy. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) RR2-10.1136/bmjopen-2020-046986.
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Affiliation(s)
- Haowen Jiang
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore
| | - Sunitha Vimalesvaran
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore
| | - Jeremy King Wang
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore
| | - Kee Boon Lim
- School of Biological Sciences, Nanyang Technological University Singapore, Singapore, Singapore
| | | | - Lorainne Tudor Car
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore
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32
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Patera E. Is There a Correlation Between How Medical Students Study and Prepare for Anatomy and the Reasons Why They Find Anatomy Difficult? ANATOMICAL SCIENCES EDUCATION 2021; 14:853-855. [PMID: 33876582 DOI: 10.1002/ase.2091] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Revised: 04/14/2021] [Accepted: 04/14/2021] [Indexed: 06/12/2023]
Affiliation(s)
- Eleni Patera
- Department of Anatomy, School of Biomedical Sciences, College of Medical and Dental Sciences, Institute of Clinical Sciences, University of Birmingham, Birmingham, United Kingdom
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Naidoo N, Azar AJ, Khamis AH, Gholami M, Lindsbro M, Alsheikh-Ali A, Banerjee Y. Design, Implementation, and Evaluation of a Distance Learning Framework to Adapt to the Changing Landscape of Anatomy Instruction in Medical Education During COVID-19 Pandemic: A Proof-of-Concept Study. Front Public Health 2021; 9:726814. [PMID: 34568264 PMCID: PMC8460872 DOI: 10.3389/fpubh.2021.726814] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2021] [Accepted: 08/06/2021] [Indexed: 12/23/2022] Open
Abstract
This study presents the design of a DL-framework to deliver anatomy teaching that provides a microfiche of the onsite anatomy learning experience during the mandated COVID-19 lockdown. First, using nominal-group technique, we identified the DL learning theories to be employed in blueprinting the DL-framework. Effectiveness of the designed DL-framework in anatomy teaching was demonstrated using the exemplar of the Head and Neck (H&N) course during COVID-19 lockdown, in the pre-clerkship curriculum at our medical school. The dissemination of the DL-framework in the anatomy course was informed by the Analyse, Design, Develop, Implement, and Evaluate (ADDIE) model. The efficiency of the DL-framework was evaluated using the first two levels of Kirkpatrick's model. Versatility of the DL-framework was demonstrated by aligning its precepts with individual domains of key learning outcomes framework. The framework's blueprint was designed amalgamating principles of: Garrison's community inquiry, Siemens' connectivism and Harasim's online-collaborative-learning; and improved using Anderson's DL-model. Following the implementation of the DL-framework in the H&N course informed by ADDIE, the framework's efficiency was evaluated. In total, 70% students responded to the survey assessing perception toward DL (Kirkpatrick's Level: 1). Descriptive analysis of the survey results showed that the DL-framework was positively received by students and attested that students had an enriched learning experience, which promoted collaborative-learning and student-autonomy. For, Kirkpatrick's Level: 2 i.e., cognitive development, we compared the summative assessment performance in the H&N course across three cohort of students. The results show that the scores of the cohort, which experienced the course entirely through DL modality was statistically higher (P < 0.01) than both the other cohorts, indicating that shift to DL did not have an adverse effect on students' learning. Using Bourdieu's Theory of Practice, we showed that the DL-framework is an efficient pedagogical approach, pertinent for medical schools to adopt; and is versatile as it attests to the key domains of students' learning outcomes in the different learning outcomes framework. To our knowledge this is the first-study of its kind where a rationale and theory-guided approach has been availed not only to blueprint a DL framework, but also to implement it in the MBBS curriculum.
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Affiliation(s)
- Nerissa Naidoo
- College of Medicine and Health Sciences, Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates
| | - Aida J. Azar
- College of Medicine and Health Sciences, Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates
| | - Amar Hassan Khamis
- College of Medicine and Health Sciences, Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates
| | - Mandana Gholami
- College of Medicine and Health Sciences, Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates
| | - Marjam Lindsbro
- College of Medicine and Health Sciences, Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates
| | - Alawi Alsheikh-Ali
- College of Medicine and Health Sciences, Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates
- Dubai Health Authority (DHA) Building, Dubai, United Arab Emirates
| | - Yajnavalka Banerjee
- College of Medicine and Health Sciences, Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates
- Centre for Medical Education, University of Dundee, Dundee, United Kingdom
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Kim D, Yoo H, Lee YM, Rhyu IJ. Lessons from Cadaver Dissection during the COVID-19 Pandemic. J Korean Med Sci 2021; 36:e188. [PMID: 34227264 PMCID: PMC8258239 DOI: 10.3346/jkms.2021.36.e188] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Accepted: 06/23/2021] [Indexed: 11/22/2022] Open
Abstract
The rapid increase of the coronavirus disease 2019 pandemic from mid-February 2020 has led the anatomy department of the Korea University College of Medicine to cease the dissection laboratory. However, the hands-on anatomy laboratory experience is paramount to maximizing learning outcomes. In this paper, we share the experiences and lessons learned through the face-to-face cadaveric dissection experience during this disruptive situation. To minimize infection risks, the following strategies were applied: first, students' on-campus attendance was reduced; second, body temperatures and symptoms were checked before entering the laboratory, and personal protective equipment was provided to all participants; and third, a negative pressure air circulation system was used in the dissection room. We suggest that conducting face-to-face cadaveric anatomy dissection is feasible when the daily count of newly infected cases stabilizes, and there is ample provision of safety measures to facilitate hands-on education.
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Affiliation(s)
- Dasom Kim
- Department of Anatomy, College of Medicine, Korea University, Seoul, Korea
| | - Hyeijung Yoo
- Department of Anatomy, College of Medicine, Korea University, Seoul, Korea
| | - Young Mee Lee
- Department of Medical Education, College of Medicine, Korea University, Seoul, Korea.
| | - Im Joo Rhyu
- Department of Anatomy, College of Medicine, Korea University, Seoul, Korea
- Department of Biomedical Sciences, Brain Korea 21 FOUR, College of Medicine, Korea University, Seoul, Korea.
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