1
|
Lohia K, Soans RS, Saxena R, Mahajan K, Gandhi TK. Distinct rich and diverse clubs regulate coarse and fine binocular disparity processing: Evidence from stereoscopic task-based fMRI. iScience 2024; 27:109831. [PMID: 38784010 PMCID: PMC11111836 DOI: 10.1016/j.isci.2024.109831] [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: 11/09/2023] [Revised: 03/07/2024] [Accepted: 04/24/2024] [Indexed: 05/25/2024] Open
Abstract
While cortical regions involved in processing binocular disparities have been studied extensively, little is known on how the human visual system adapts to changing disparity magnitudes. In this paper, we investigate causal mechanisms of coarse and fine binocular disparity processing using fMRI with a clinically validated, custom anaglyph-based stimulus. We make use of Granger causality and graph measures to reveal the existence of distinct rich and diverse clubs across different disparity magnitudes. We demonstrate that Middle Temporal area (MT) plays a specialized role with overlapping rich and diverse characteristics. Next, we show that subtle interhemispheric differences exist across various brain regions, despite an overall right hemisphere dominance. Finally, we pass the graph measures through the decision tree and found that the diverse clubs outperform rich clubs in decoding disparity magnitudes. Our study sets the stage for conducting further investigations on binocular disparity processing, particularly in the context of neuro-ophthalmic disorders with binocular impairments.
Collapse
Affiliation(s)
- Kritika Lohia
- Department of Electrical Engineering, Indian Institute of Technology – Delhi, New Delhi, India
| | - Rijul Saurabh Soans
- Department of Electrical Engineering, Indian Institute of Technology – Delhi, New Delhi, India
- Laboratory of Experimental Ophthalmology, University Medical Center Groningen, University of Groningen, Groningen, the Netherlands
- Herbert Wertheim School of Optometry and Vision Science, University of California, Berkeley, Berkeley, CA, USA
| | - Rohit Saxena
- Dr. Rajendra Prasad Centre for Ophthalmic Sciences, All India Institute of Medical Sciences, New Delhi, India
| | | | - Tapan K. Gandhi
- Department of Electrical Engineering, Indian Institute of Technology – Delhi, New Delhi, India
| |
Collapse
|
2
|
Langlois J, Hamstra SJ, Dagenais Y, Lemieux R, Lecourtois M, Yetisir E, Bellemare C, Bergeron G, Wells GA. Objects drawn from haptic perception and vision-based spatial abilities. ANATOMICAL SCIENCES EDUCATION 2024; 17:433-443. [PMID: 38108595 DOI: 10.1002/ase.2366] [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: 09/01/2022] [Revised: 11/19/2023] [Accepted: 11/30/2023] [Indexed: 12/19/2023]
Abstract
Haptic perception is used in the anatomy laboratory with the handling of three-dimensional (3D) prosections, dissections, and synthetic models of anatomical structures. Vision-based spatial ability has been found to correlate with performance on tests of 3D anatomy knowledge in previous studies. The objective was to explore whether haptic-based spatial ability was correlated with vision-based spatial ability. Vision-based spatial ability was measured in a study group of 49 medical graduates with three separate tests: a redrawn Vandenberg and Kuse Mental Rotations Tests in two (MRT A) and three (MRT C) dimensions and a Surface Development Test (SDT). Haptic-based spatial ability was measured using 18 different objects constructed from 10 cubes glued together. Participants were asked to draw these objects from blind haptic perception, and drawings were scored by two independent judges. The maximum score was 24 for each of MRT A and MRT C, 60 for SDT, and 18 for the drawings. The drawing score based on haptic perception [median = 17 (lower quartile = 16, upper quartile = 18)] correlated with MRT A [14 (9, 17)], MRT C [9 (7, 12)] and SDT [44 (36, 52)] scores with a Spearman's rank correlation coefficient of 0.395 (p = 0.0049), 0.507 (p = 0.0002) and 0.606 (p < 0.0001), respectively. Spatial abilities assessed by vision-based tests were correlated with a drawing score based on haptic perception of objects. Future research should investigate the contribution of haptic-based and vision-based spatial abilities on learning 3D anatomy from physical models.
Collapse
Affiliation(s)
- Jean Langlois
- Department of Emergency Medicine, CIUSSS de l'Estrie-Centre hospitalier universitaire de Sherbrooke, Sherbrooke, Quebec, Canada
- Department of Surgery, Université de Sherbrooke, Sherbrooke, Quebec, Canada
| | - Stanley J Hamstra
- Department of Surgery, University of Toronto, Toronto, Ontario, Canada
- Holland Bone and Joint Program, Sunnybrook Research Institute, Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada
| | - Yvan Dagenais
- Department of Surgery, Université de Sherbrooke, Sherbrooke, Quebec, Canada
- Department of Letters and Communications, Université de Sherbrooke, Sherbrooke, Quebec, Canada
| | - Renald Lemieux
- Health Data Strategy, CIUSSS de l'Estrie-Centre hospitalier universitaire de Sherbrooke, Sherbrooke, Quebec, Canada
| | - Marc Lecourtois
- Mental Health Programme, CIUSSS de l'Estrie-Centre hospitalier universitaire de Sherbrooke, Granby, Quebec, Canada
| | - Elizabeth Yetisir
- Cardiovascular Research Methods Centre, University of Ottawa Heart Institute, Ottawa, Ontario, Canada
| | - Christian Bellemare
- Department of Multidisciplinary Services, Clinical Quality Division, CIUSSS de l'Estrie-Centre hospitalier universitaire de Sherbrooke, Sherbrooke, Quebec, Canada
| | - Germain Bergeron
- Neuropsychology Program of the Trauma and Critical Care Group, CIUSSS de l'Estrie-Centre hospitalier universitaire de Sherbrooke, Sherbrooke, Quebec, Canada
| | - George A Wells
- Cardiovascular Research Methods Centre, University of Ottawa Heart Institute, Ottawa, Ontario, Canada
- School of Epidemiology and Public Health, University of Ottawa, Ottawa, Ontario, Canada
| |
Collapse
|
3
|
Anderson H, Weil JA, Tucker RP, Gross DS. Impact of gross anatomy laboratory on student written examination performance: A 3-year study of a large-enrollment undergraduate anatomy course. ANATOMICAL SCIENCES EDUCATION 2024; 17:114-127. [PMID: 37602570 DOI: 10.1002/ase.2327] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/03/2023] [Revised: 06/25/2023] [Accepted: 07/28/2023] [Indexed: 08/22/2023]
Abstract
The efficacy of the various pedagogies that are used in human anatomy laboratories has been extensively debated. Nevertheless, an important question remains relatively unexamined-how the learning experience in the anatomy laboratory impacts students' mastery and application of anatomical knowledge beyond the laboratory setting. In this study, the effect of a prosection-based anatomy laboratory on overall comprehension and mastery of anatomical knowledge was evaluated in an upper division undergraduate anatomy curriculum that consists of a mandatory lecture course and an optional laboratory course. This flexible curricular structure permitted assessing the merit of laboratory learning on the written examination performance of the lecture course. In 2019 and 2022, the anatomy laboratory was taught in-person using prosections, while in 2021 due to the Covid-19 pandemic related regulations, it was taught remotely with live-streaming of prosections using document cameras. In both in-person and remote instructive formats, written examination scores of the lecture course were compared between two cohorts of students: Those enrolled in lecture only and those enrolled in both lecture and laboratory. Results showed that the cohort enrolled in both lecture and laboratory courses consistently outperformed the lecture-only cohort by one full letter grade. Furthermore, when the degrees of improvement on written examination scores were compared between the two instructive formats, in-person laboratory had a greater increase compared to remote laboratory. Altogether this study demonstrates that the prosection-based anatomy laboratory enhances students' mastery of anatomical knowledge beyond the laboratory setting by promoting comprehension of spatial relationships of anatomical structures.
Collapse
Affiliation(s)
- Hana Anderson
- Department of Cell Biology and Human Anatomy, University of California, Davis, Davis, California, USA
- Department of Internal Medicine, University of California, Davis, Davis, California, USA
| | - Jennifer A Weil
- Department of Cell Biology and Human Anatomy, University of California, Davis, Davis, California, USA
- School of Health Professions, Eastern Virginia Medical School, Norfolk, Virginia, USA
| | - Richard P Tucker
- Department of Cell Biology and Human Anatomy, University of California, Davis, Davis, California, USA
| | - Douglas S Gross
- Department of Cell Biology and Human Anatomy, University of California, Davis, Davis, California, USA
| |
Collapse
|
4
|
Grainger R, Liu Q, Gladman T. Learning technology in health professions education: Realising an (un)imagined future. MEDICAL EDUCATION 2024; 58:36-46. [PMID: 37555302 DOI: 10.1111/medu.15185] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Revised: 07/14/2023] [Accepted: 07/18/2023] [Indexed: 08/10/2023]
Abstract
CONTEXT Technology is being introduced, used and studied in almost all areas of health professions education (HPE), often with a claim of making HPE better in one way or another. However, it remains unclear if technology has driven real change in HPE. In this article, we seek to develop an understanding of the transformative capacity of learning technology in HPE. METHODS AND OUTCOMES We first consider the wider scholarship highlighting the intersection between technology and pedagogy, articulating what is meant by transformation and the role of learning technology in driving educational transformation. We then undertake a synthesis of the current high visibility HPE-focused research. We sampled the literature in two ways-for the five highest impact factor health professional education journals over the past decade and for all PubMed indexed journals for the last 3 years-and categorised the extant research against the Substitution, Augmentation, Modification, Redefinition model. We found that the majority of research we sampled focussed on substituting or augmenting learning through technology, with relatively few studies using technology to modify or redefine what HPE is through the use of technology. Of more concern was the lack of theoretical justification for pedagogical improvement, including transformation, underpinning the majority of studies. CONCLUSIONS While all kinds of technology use in learning have their place, the next step for HPE is the robust use of technology aiming to lead transformation. This should be guided by transformational educational theory and aligned with pedagogical context. We challenge HPE practitioners and scholars to work thoughtfully and with intent to enable transformation in education for future health professionals.
Collapse
Affiliation(s)
- Rebecca Grainger
- Education Unit Te Pou Whirinaki, University of Otago Wellington, Wellington, New Zealand
- Otago Medical School, University of Otago, Dunedin, New Zealand
| | - Qian Liu
- Higher Education Development Centre, University of Otago, Dunedin, New Zealand
| | - Tehmina Gladman
- Education Unit Te Pou Whirinaki, University of Otago Wellington, Wellington, New Zealand
- Otago Medical School, University of Otago, Dunedin, New Zealand
| |
Collapse
|
5
|
Eroğlu FS, Erkan B, Koyuncu SB, Komşal ZR, Çiçek FE, Ülker M, Toklu ME, Atlan M, Kıyak YS, Kula S, Coşkun Ö, Budakoğlu Iİ. Effectiveness of using 2D atlas and 3D PDF as a teaching tool in anatomy lectures in initial learners: a randomized controlled trial in a medical school. BMC MEDICAL EDUCATION 2023; 23:962. [PMID: 38102632 PMCID: PMC10722710 DOI: 10.1186/s12909-023-04960-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/01/2023] [Accepted: 12/09/2023] [Indexed: 12/17/2023]
Abstract
BACKGROUND Anatomy is a crucial part of medical education, and there have been attempts to improve this field by utilizing various methods. With the advancement of technology, three-dimensional (3D) materials have gained popularity and become a matter of debate about their effectiveness compared to two-dimensional (2D) sources. This research aims to analyze the effectiveness of 3D PDFs compared to 2D atlases. METHODS This study is a randomized controlled trial involving 87 Year-1 and Year-2 medical students at Gazi University Faculty of Medicine, Turkey. The study was conducted in two steps. In Step-1, students were randomized to watch lecture videos on liver anatomy and male genitalia anatomy supplemented with either a 3D PDF (intervention group) or 2D atlas (control group) images. Following the video lectures, a test (immediate test) was administered. In Step-2, the same test (delayed test) was administered 10 days after the immediate test. The test scores were compared between the intervention and control groups. In addition to the descriptive analyses, Chi-square and Mann-Whitney U tests were performed. RESULTS In the immediate test, while there was no significant difference between the groups for the liver test (p > 0.05), 3D PDF group's scores (Median = 24.50) was significantly higher than the 2D atlas group's in the genitalia test (Median = 21.00), (p = 0.017). The effect size (Cohen's d) was 0.57. In the delayed test, there was no significant difference between the groups in the liver and genitalia tests (p > 0.05). However, the effect size in the immediate genitalia test was 0.40. Year-1 students' immediate test of genitalia performances were significantly higher in the 3D PDF group (Median = 24.00) than the 2D atlas group (Median = 19.00), (p = 0.016). The effect size was 0.76. Also, Year-1 students' 3D PDF group (Median = 20.50) presented with significantly higher performance than the 2D atlas group (Median = 12.00), (p = 0.044) in the delayed test of genitalia, with the 0.63 effect size. CONCLUSION 3D PDF is more effective than 2D atlases in teaching anatomy, especially to initial learners. It is particularly useful for teaching complex anatomical structures, such as male genitalia, compared to the liver. Hence, it may be a valuable tool for medical teachers to utilize during lectures.
Collapse
Affiliation(s)
| | - Beyza Erkan
- Gazi University Faculty of Medicine, Ankara, Turkey
| | | | | | | | | | | | - Melike Atlan
- Gazi University Faculty of Medicine, Ankara, Turkey
| | - Yavuz Selim Kıyak
- Department of Medical Education and Informatics, Gazi University Faculty of Medicine, Gazi Üniversitesi Hastanesi E Blok 9. Kat, Beşevler, Ankara, 06500, Turkey.
| | - Serdar Kula
- Department of Pediatrics, Gazi University Faculty of Medicine, Ankara, Turkey
| | - Özlem Coşkun
- Department of Medical Education and Informatics, Gazi University Faculty of Medicine, Gazi Üniversitesi Hastanesi E Blok 9. Kat, Beşevler, Ankara, 06500, Turkey
| | - Işıl İrem Budakoğlu
- Department of Medical Education and Informatics, Gazi University Faculty of Medicine, Gazi Üniversitesi Hastanesi E Blok 9. Kat, Beşevler, Ankara, 06500, Turkey
| |
Collapse
|
6
|
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.
Collapse
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
| |
Collapse
|
7
|
Yang JX, DeYoung V, Xue Y, Nehru A, Hildebrand A, Brewer-Deluce D, Wainman B. Size matters! Investigating the effects of model size on anatomy learning. ANATOMICAL SCIENCES EDUCATION 2023; 16:415-427. [PMID: 36457242 DOI: 10.1002/ase.2233] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2021] [Revised: 11/04/2022] [Accepted: 11/09/2022] [Indexed: 05/11/2023]
Abstract
Three-dimensional (3D) scanning and printing technology has allowed for the production of anatomical replicas at virtually any size. But what size optimizes the educational potential of 3D printing models? This study systematically investigates the effect of model size on nominal anatomy learning. The study population of 380 undergraduate students, without prior anatomical knowledge, were randomized to learn from two of four bone models (either vertebra and pelvic bone [os coxae], or scapula and sphenoid bone), each model 3D printed at 50%, 100%, 200%, and either 300% or 400% of normal size. Participants were then tested on nominal anatomy recall on the respective bone specimens. Mental rotation ability and working memory were also assessed, and opinions regarding learning with the various models were solicited. The diameter of the rotational bounding sphere for the object ("longest diameter") had a small, but significant effect on test score (F(2,707) = 17.15, p < 0.05, R2 = 0.046). Participants who studied from models with a longest diameter greater than 10 cm scored significantly better than those who used models less than 10 cm, with the exception of the scapula model, on which performance was equivalent across all sizes. These results suggest that models with a longest diameter beyond 10 cm are unlikely to incur a greater size-related benefit in learning nominal anatomy. Qualitative feedback suggests that there also appear to be inherent features of bones besides longest diameter that facilitate learning.
Collapse
Affiliation(s)
- Jack X Yang
- Department of Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
- Schulich School of Medicine - Windsor Campus, Western University, Windsor, Ontario, Canada
| | - Veronica DeYoung
- Department of Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Yuanxin Xue
- Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Amit Nehru
- Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Alexandra Hildebrand
- Michael G. DeGroote School of Medicine, McMaster University, Hamilton, Ontario, Canada
| | - Danielle Brewer-Deluce
- School of Kinesiology, Faculty of Health Sciences, Western University, London, Ontario, Canada
| | - Bruce Wainman
- Department of Pathology and Molecular Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| |
Collapse
|
8
|
Vandenbossche V, Valcke M, Willaert W, Audenaert E. From bones to bytes: Do manipulable 3D models have added value in osteology education compared to static images? MEDICAL EDUCATION 2023; 57:359-368. [PMID: 36453018 DOI: 10.1111/medu.14993] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/09/2022] [Revised: 11/14/2022] [Accepted: 11/25/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Over the past few years, anatomy education has been revolutionized through digital media, resulting in innovative computer-based 3D models to supplement or even replace traditional learning materials. However, the added value of these models in terms of learning performance remains unclear. Multiple mechanisms may contribute to the inconclusive findings. This study focusses on the impact of active manipulation on learning performance and the influence that posttest design features may have on the outcome measurement. METHODS Participants were randomly assigned to one of two research conditions: studying on the base of a computer-based manipulable pelvic bone model versus online static images of the same model. Pretests focused on students' baseline anatomy knowledge and spatial ability. Three knowledge posttests were administered: a test based on a physical pelvic bone model, and two computer-based tests based on static images and a manipulable model. Mental effort was measured with the Paas mental effort rating scale. RESULTS In the static images-based posttest, significantly higher knowledge scores were attained by participants studying in the static images research condition (p = 0.043). No other significant knowledge-related differences could be observed. In the manipulable model-based posttest, spatial ability rather than the research condition seemed to have an influential role on the outcome scores (r = 0.18, p = 0.049). Mental effort scores reflected no difference between both research conditions. CONCLUSION The research results are counter-intuitive, especially because no significant differences were found in the physical model-based posttest in students who studied with the manipulable model. Explaining the results builds on differences in anatomical models requiring less or more active manipulation to process spatial information. The pelvic bone manipulable model, and by extension osteology models, might be insufficiently complex to provide added value compared with static images. Moreover, the posttest modality should be chosen with care since spatial ability rather than anatomy knowledge may be measured.
Collapse
Affiliation(s)
| | - Martin Valcke
- Department of Educational Studies, Ghent University, Ghent, Belgium
| | - Wouter Willaert
- Department of Human Structure and Repair, Ghent University, Ghent, Belgium
| | - Emmanuel Audenaert
- Department of Human Structure and Repair, Ghent University, Ghent, Belgium
- Department of Orthopedic Surgery and Traumatology, Ghent University Hospital, Ghent, Belgium
- Department of Trauma and Orthopedics, Addenbrooke's Hospital, Cambridge University Hospitals NHS Foundation Trust, Cambridge, UK
- Department of Electromechanics, Op3Mech Research Group, University of Antwerp, Antwerp, Belgium
| |
Collapse
|
9
|
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.
Collapse
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
| |
Collapse
|
10
|
Abstract
SUMMARY STATEMENT Simulation-based training using virtual reality head-mounted displays (VR-HMD) is increasingly being used within the field of medical education. This article systematically reviews and appraises the quality of the literature on the use of VR-HMDs in medical education. A search in the databases PubMed/MEDLINE, Embase, ERIC, Scopus, Web of Science, Cochrane Library, and PsychINFO was carried out. Studies were screened according to predefined exclusion criteria, and quality was assessed using the Medical Education Research Study Quality Instrument. In total, 41 articles were included and thematically divided into 5 groups: anatomy, procedural skills, surgical procedures, communication skills, and clinical decision making. Participants highly appreciated using VR-HMD and rated it better than most other training methods. Virtual reality head-mounted display outperformed traditional methods of learning surgical procedures. Although VR-HMD showed promising results when learning anatomy, it was not considered better than other available study materials. No conclusive findings could be synthesized regarding the remaining 3 groups.
Collapse
|
11
|
Bogomolova K, Vorstenbosch MATM, El Messaoudi I, Holla M, Hovius SER, van der Hage JA, Hierck BP. Effect of binocular disparity on learning anatomy with stereoscopic augmented reality visualization: A double center randomized controlled trial. ANATOMICAL SCIENCES EDUCATION 2023; 16:87-98. [PMID: 34894205 PMCID: PMC10078652 DOI: 10.1002/ase.2164] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2020] [Revised: 12/05/2021] [Accepted: 12/09/2021] [Indexed: 06/01/2023]
Abstract
Binocular disparity provides one of the important depth cues within stereoscopic three-dimensional (3D) visualization technology. However, there is limited research on its effect on learning within a 3D augmented reality (AR) environment. This study evaluated the effect of binocular disparity on the acquisition of anatomical knowledge and perceived cognitive load in relation to visual-spatial abilities. In a double-center randomized controlled trial, first-year (bio)medical undergraduates studied lower extremity anatomy in an interactive 3D AR environment either with a stereoscopic 3D view (n = 32) or monoscopic 3D view (n = 34). Visual-spatial abilities were tested with a mental rotation test. Anatomical knowledge was assessed by a validated 30-item written test and 30-item specimen test. Cognitive load was measured by the NASA-TLX questionnaire. Students in the stereoscopic 3D and monoscopic 3D groups performed equally well in terms of percentage correct answers (written test: 47.9 ± 15.8 vs. 49.1 ± 18.3; P = 0.635; specimen test: 43.0 ± 17.9 vs. 46.3 ± 15.1; P = 0.429), and perceived cognitive load scores (6.2 ± 1.0 vs. 6.2 ± 1.3; P = 0.992). Regardless of intervention, visual-spatial abilities were positively associated with the specimen test scores (η2 = 0.13, P = 0.003), perceived representativeness of the anatomy test questions (P = 0.010) and subjective improvement in anatomy knowledge (P < 0.001). In conclusion, binocular disparity does not improve learning anatomy. Motion parallax should be considered as another important depth cue that contributes to depth perception during learning in a stereoscopic 3D AR environment.
Collapse
Affiliation(s)
- Katerina Bogomolova
- Department of SurgeryLeiden University Medical CenterLeidenthe Netherlands
- Center for Innovation of Medical EducationLeiden University Medical CenterLeidenthe Netherlands
| | | | - Inssaf El Messaoudi
- Department of OrthopedicsFaculty of MedicineRadboud University Medical CenterNijmegenthe Netherlands
| | - Micha Holla
- Department of OrthopedicsFaculty of MedicineRadboud University Medical CenterNijmegenthe Netherlands
| | - Steven E. R. Hovius
- Department of Plastic and Reconstructive SurgeryRadboud University Medical CenterNijmegenthe Netherlands
| | - Jos A. van der Hage
- Department of SurgeryLeiden University Medical CenterLeidenthe Netherlands
- Center for Innovation of Medical EducationLeiden University Medical CenterLeidenthe Netherlands
| | - Beerend P. Hierck
- Department of Anatomy and PhysiologyClinical Sciences, Veterinary Medicine FacultyUtrechtthe Netherlands
| |
Collapse
|
12
|
Guaraná JB, Aytaç G, Müller AF, Thompson J, Freitas SH, Lee UY, Lozanoff S, Ferrante B. Extended reality veterinary medicine case studies for diagnostic veterinary imaging instruction: Assessing student perceptions and examination performance. Anat Histol Embryol 2023; 52:101-114. [PMID: 36317584 DOI: 10.1111/ahe.12879] [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: 06/30/2022] [Revised: 08/07/2022] [Accepted: 08/31/2022] [Indexed: 01/17/2023]
Abstract
Educational technologies in veterinary medicine aim to train veterinarians faster and improve clinical outcomes. COVID-19 pandemic, shifted face-to-face teaching to online, thus, the need to provide effective education remotely was exacerbated. Among recent technology advances for veterinary medical education, extended reality (XR) is a promising teaching tool. This study aimed to develop a case resolution approach for radiographic anatomy studies using XR technology and assess students' achievement of differential diagnostic skills. Learning objectives based on Bloom's taxonomy keywords were used to develop four clinical cases (3 dogs/1 cat) of spinal injuries utilizing CT scans and XR models and presented to 22 third-year veterinary medicine students. Quantitative assessment (ASMT) of 7 questions probing 'memorization', 'understanding and application', 'analysis' and 'evaluation' was given before and after contact with XR technology as well as qualitative feedback via a survey. Mean ASMT scores increased during case resolution (pre 51.6% (±37%)/post 60.1% (± 34%); p < 0.01), but without significant difference between cases (Kruskal-Wallis H = 2.18, NS). Learning objectives were examined for six questions (Q1-Q6) across cases (C1-4): Memorization improved sequentially (Q1, 2 8/8), while Understanding and Application (Q3,4) showed the greatest improvement (26.7%-76.9%). Evaluation and Analysis (Q5,6) was somewhat mixed, improving (5/8), no change (3/8) and declining (1/8).Positive student perceptions suggest that case studies' online delivery was well received stimulating learning in diagnostic imaging and anatomy while developing visual-spatial skills that aid understanding cross-sectional images. Therefore, XR technology could be a useful approach to complement radiological instruction in veterinary medicine.
Collapse
Affiliation(s)
- Julia B Guaraná
- Department of Veterinary Medicine, Faculty of Animal Science and Food Engineering, University of São Paulo (USP), São Paulo, Brazil
| | - Güneş Aytaç
- Department of Anatomy, Biochemistry & Physiology, John A. Burns School of Medicine, University of Hawaii (UH), Honolulu, Hawaii, USA
| | - Alois F Müller
- Department of Veterinary Medicine, Faculty of Animal Science and Food Engineering, University of São Paulo (USP), São Paulo, Brazil
| | - Jesse Thompson
- Department of Anatomy, Biochemistry & Physiology, John A. Burns School of Medicine, University of Hawaii (UH), Honolulu, Hawaii, USA
| | - Silvio H Freitas
- Department of Veterinary Medicine, Faculty of Animal Science and Food Engineering, University of São Paulo (USP), São Paulo, Brazil
| | - U-Young Lee
- Department of Anatomy, College of Medicine, The Catholic University of Korea (CUK), Seoul, South Korea
| | - Scott Lozanoff
- Department of Anatomy, Biochemistry & Physiology, John A. Burns School of Medicine, University of Hawaii (UH), Honolulu, Hawaii, USA
| | - Bruno Ferrante
- Department of Veterinary Medicine, Faculty of Animal Science and Food Engineering, University of São Paulo (USP), São Paulo, Brazil.,Veterinary Clinical and Surgery Department of Veterinary School, Federal University of Minas Gerais (UFMG), Belo Horizonte, Minas Gerais, Brazil
| |
Collapse
|
13
|
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]
|
14
|
A critical outlook at augmented reality and its adoption in education. COMPUTERS AND EDUCATION OPEN 2022. [DOI: 10.1016/j.caeo.2022.100103] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
|
15
|
Bindschadler M, Buddhe S, Ferguson MR, Jones T, Friedman SD, Otto RK. HEARTBEAT4D: An Open-source Toolbox for Turning 4D Cardiac CT into VR/AR. J Digit Imaging 2022; 35:1759-1767. [PMID: 35614275 PMCID: PMC9712868 DOI: 10.1007/s10278-022-00659-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2021] [Revised: 04/20/2022] [Accepted: 05/18/2022] [Indexed: 11/30/2022] Open
Abstract
Four-dimensional data sets are increasingly common in MRI and CT. While clinical visualization often focuses on individual temporal phases capturing the tissue(s) of interest, it may be possible to gain additional insight through exploring animated 3D reconstructions of physiological motion made possible by augmented or virtual reality representations of 4D patient imaging. Cardiac CT acquisitions can provide sufficient spatial resolution and temporal data to support advanced visualization, however, there are no open-source tools readily available to facilitate the transformation from raw medical images to dynamic and interactive augmented or virtual reality representations. To address this gap, we developed a workflow using free and open-source tools to process 4D cardiac CT imaging starting from raw DICOM data and ending with dynamic AR representations viewable on a phone, tablet, or computer. In addition to assembling the workflow using existing platforms (3D Slicer and Unity), we also contribute two new features: 1. custom software which can propagate a segmentation created for one cardiac phase to all others and export to surface files in a fully automated fashion, and 2. a user interface and linked code for the animation and interactive review of the surfaces in augmented reality. Validation of the surface-based areas demonstrated excellent correlation with radiologists' image-based areas (R > 0.99). While our tools were developed specifically for 4D cardiac CT, the open framework will allow it to serve as a blueprint for similar applications applied to 4D imaging of other tissues and using other modalities. We anticipate this and related workflows will be useful both clinically and for educational purposes.
Collapse
Affiliation(s)
- M Bindschadler
- Department of Neurology, Seattle, WA, USA
- Department of Radiology, Seattle Childrens, Seattle, WA, USA
| | - S Buddhe
- Department of Pediatrics, Seattle Children's Heart Center and the University of Washington, Seattle, WA, USA
| | - M R Ferguson
- Department of Radiology, University of Washington, Seattle, WA, USA
- Department of Radiology, Seattle Childrens, Seattle, WA, USA
| | - T Jones
- Department of Pediatrics, Seattle Children's Heart Center and the University of Washington, Seattle, WA, USA
| | - S D Friedman
- Department of Neurology, Seattle, WA, USA
- Department of Improvement and Innovation, Seattle, WA, USA
| | - R K Otto
- Department of Radiology, University of Washington, Seattle, WA, USA.
- Department of Radiology, Seattle Childrens, Seattle, WA, USA.
| |
Collapse
|
16
|
Ho S, Liu P, Palombo DJ, Handy TC, Krebs C. The role of spatial ability in mixed reality learning with the HoloLens. ANATOMICAL SCIENCES EDUCATION 2022; 15:1074-1085. [PMID: 34694737 DOI: 10.1002/ase.2146] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2020] [Revised: 09/21/2021] [Accepted: 10/23/2021] [Indexed: 06/13/2023]
Abstract
The use of mixed reality in science education has been increasing and as such it has become more important to understand how information is learned in these virtual environments. Spatial ability is important in many learning contexts, but especially in neuroanatomy education where learning the locations and spatial relationships between brain regions is paramount. It is currently unclear what role spatial ability plays in mixed reality learning environments, and whether it is different compared to traditional physical environments. To test this, a learning experiment was conducted where students learned neuroanatomy using both mixed reality and a physical plastic model of a brain (N = 27). Spatial ability was assessed and analyzed to determine its effect on performance across the two learning modalities. The results showed that spatial ability facilitated learning in mixed reality (β = 0.21, P = 0.003), but not when using a plastic model (β = 0.08, P = 0.318). A non-significant difference was observed between the modalities in terms of knowledge test performance (d = 0.39, P = 0.052); however, mixed reality was more engaging (d = 0.59, P = 0.005) and learners were more confident in the information they learned compared to using a physical model (d = 0.56, P = 0.007). Overall, these findings suggest that spatial ability is more relevant in virtual learning environments, where the ability to manipulate and interact with an object is diminished or abstracted through a virtual user interface.
Collapse
Affiliation(s)
- Simon Ho
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Pu Liu
- Department of Cellular and Physiological Sciences, University of British Columbia, Vancouver, British Columbia, Canada
| | - Daniela J Palombo
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Todd C Handy
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Claudia Krebs
- Department of Cellular and Physiological Sciences, University of British Columbia, Vancouver, British Columbia, Canada
| |
Collapse
|
17
|
Goyal S, Chua C, Chen YS, Murphy D, O 'Neill GK. Utility of 3D printed models as adjunct in acetabular fracture teaching for Orthopaedic trainees. BMC MEDICAL EDUCATION 2022; 22:595. [PMID: 35918716 PMCID: PMC9344721 DOI: 10.1186/s12909-022-03621-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/12/2022] [Accepted: 06/27/2022] [Indexed: 06/15/2023]
Abstract
OBJECTIVE To evaluate the use of 3-D printed models as compared to didactic lectures in the teaching of acetabular fractures for Orthopaedic trainees. METHODS This was a randomised prospective study conducted in a tertiary hospital setting which consisted of 16 Orthopaedic residents. Ten different cases of acetabular fracture patterns were identified and printed as 3-D models. The baseline knowledge of orthopaedic residents regarding acetabular fracture classification and surgical approach was determined by an x-ray based pre-test. Trainees were then randomly assigned into two groups. Group I received only lectures. Group II were additionally provided with 3-D printed models during the lecture. Participants were then assessed for comprehension and retention of teaching. RESULTS Sixteen trainees participated in the trial. Both Group 1 and 2 improved post teaching with a mean score of 2.5 and 1.9 to 4.4 and 6 out of 10 respectively. The post test score for fracture classification and surgical approach were significantly higher for 3-D model group (p < 0.05). Trainees felt that the physical characteristics of the 3-D models were a good representation of acetabular fracture configuration, and should be used routinely for teaching and surgical planning. CONCLUSION 3-D printed model of real clinical cases have significant educational impact compared to lecture-based learning towards improving young trainees' understanding of complex acetabular fractures.
Collapse
Affiliation(s)
- S Goyal
- Department of Orthopaedics, University Orthopaedics and Hand & Reconstructive Microsurgery Centre, National University Health System, Level 11, Tower Block, 1E Kent Ridge Road, Singapore, 119228, Singapore.
| | - Cxk Chua
- Department of Orthopaedics, University Orthopaedics and Hand & Reconstructive Microsurgery Centre, National University Health System, Level 11, Tower Block, 1E Kent Ridge Road, Singapore, 119228, Singapore
| | - Y S Chen
- Department of Orthopaedic Surgery, Ng Teng Fong General Hospital, 1 Jurong East Street 21, Singapore, 609606, Singapore
| | - D Murphy
- Department of Orthopaedics, University Orthopaedics and Hand & Reconstructive Microsurgery Centre, National University Health System, Level 11, Tower Block, 1E Kent Ridge Road, Singapore, 119228, Singapore
| | - G K O 'Neill
- Department of Orthopaedics, University Orthopaedics and Hand & Reconstructive Microsurgery Centre, National University Health System, Level 11, Tower Block, 1E Kent Ridge Road, Singapore, 119228, Singapore
| |
Collapse
|
18
|
Rudolphi-Solero T, Lorenzo-Alvarez R, Ruiz-Gomez MJ, Sendra-Portero F. Impact of compulsory participation of medical students in a multiuser online game to learn radiological anatomy and radiological signs within the virtual world Second Life. ANATOMICAL SCIENCES EDUCATION 2022; 15:863-876. [PMID: 34449983 DOI: 10.1002/ase.2134] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/11/2021] [Revised: 08/13/2021] [Accepted: 08/24/2021] [Indexed: 05/22/2023]
Abstract
Competitive game-based learning within Second Life enables effective teaching of basic radiological anatomy and radiological signs to medical students, with good acceptance and results when students participate voluntarily, but unknown in a compulsory context. The objectives of this study were to reproduce a competitive online game based on self-guided presentations and multiple-choice tests in a mandatory format, to evaluate its development and student perceptions compared to a voluntary edition in 2015 (N = 90). In 2016 and 2017, respectively, 191 and 182 third-year medical students participated in the game as a mandatory course activity. The mean (±SD) score of the game was 74.7% (±19.5%) in 2015, 71.2% (±21.5%) in 2016, and 67.5% (±21.5%) in 2017 (P < 0.01). Participants valued positively the organization and educational contents but found the virtual world less attractive and the game less interesting than in the voluntary edition. The experience globally was rated with 8.2 (±1.5), 7.8 (±1.5), and 7.1 (±1.7) mean points (±SD) in a ten-point scale, in the 2015, 2016, and 2017 editions, respectively (P < 0.05). Competitive learning games within virtual worlds like Second Life have great learning potential in radiology, but the mean score in the game decreased, acceptance of virtual world technology was lower, and opinion about the game was worse with a compulsory participation, and even worse when dropouts were not allowed. Under the conditions in which this study was conducted, learning games in three-dimensional virtual environments should be voluntary to maintain adequate motivation and engagement of medical students.
Collapse
Affiliation(s)
| | | | - Miguel J Ruiz-Gomez
- Department of Radiology and Physical Medicine, Universidad de Málaga, Málaga, Spain
| | | |
Collapse
|
19
|
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.
Collapse
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
| |
Collapse
|
20
|
MacPherson E, Lisk K. The value of in-person undergraduate dissection in anatomical education in the time of Covid-19. ANATOMICAL SCIENCES EDUCATION 2022; 15:797-802. [PMID: 35523727 PMCID: PMC9348114 DOI: 10.1002/ase.2186] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/07/2021] [Revised: 04/04/2022] [Accepted: 05/03/2022] [Indexed: 06/14/2023]
Abstract
While several innovative pedagogical practices have been developed and implemented in anatomy education since the onset of the coronavirus disease 2019 (Covid-19) pandemic, considering the value of in-person undergraduate dissection remains crucial. In this commentary, a human dissection course at the University of Toronto is used as an example to highlight the value of dissection for undergraduate learners in non-professional programs. In-person dissection allows for real life, anatomical variation, and supports the advancement of students' conceptual knowledge of the human body and visual-spatial abilities. Direct involvement with dissection during undergraduate training also provides students with an opportunity to practice and refine non-technical skills, such as communication and collaboration, while simultaneously promoting the development of students' professional identity formation. Further, dissection is a practical, hands-on experience that can provide students with insight into potential career aspirations related to anatomy and the health professions. It is suggested that as institutions veer from traditional pedagogical practices and evaluate how to best move forward post-pandemic, it is imperative that the value of undergraduate dissection is considered among new innovations in the field of anatomy.
Collapse
Affiliation(s)
- Emily MacPherson
- Department of Biomedical and Molecular Sciences, Faculty of Health SciencesQueen's UniversityKingstonOntarioCanada
| | - Kristina Lisk
- Division of Anatomy, Temerty Faculty of MedicineUniversity of TorontoTorontoOntarioCanada
- Faculty of Health Sciences and WellnessHumber College Institute of Technology and Advanced LearningTorontoOntarioCanada
- The Wilson CentreUniversity of Toronto and University Health NetworkTorontoOntarioCanada
| |
Collapse
|
21
|
Induction Mechanism of Auditory-Assisted Vision for Target Search Localization in Mixed Reality (MR) Environments. AEROSPACE 2022. [DOI: 10.3390/aerospace9070340] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
In MR (mixed reality) environments, visual searches are often used for search and localization missions. There are some problems with search and localization technologies, such as a limited field of view and information overload. They are unable to satisfy the need for the rapid and precise location of specific flying objects in a group of air and space targets under modern air and space situational requirements. They lead to inefficient interactions throughout the mission process. A human being’s decision and judgment will be affected by inefficient interactions. Based on this problem, we carried out a multimodal optimization study on the use of an auditory-assisted visual search for localization in an MR environment. In the spatial–spherical coordinate system, the target flight object position is uniquely determined by the height h, distance r, and azimuth θ. Therefore, there is an urgent need to study the cross-modal connections between the auditory elements and these three coordinates based on a visual search. In this paper, an experiment was designed to study the correlation between auditory intuitive perception and vision and the cognitive induction mechanism. The experiment included the three cross-modal mappings of pitch–height, volume–distance, and vocal tract alternation–spatial direction. The research conclusions are as follows: (1) Visual cognition is induced by high, medium, and low pitches to be biased towards the high, medium, and low spatial regions of the visual space. (2) Visual cognition is induced by loud, medium, and low volumes to be biased towards the near, middle, and far spatial regions of the visual space. (3) Based on the HRTF application, the vocal track alternation scheme is expected to significantly improve the efficiency of visual interactions. Visual cognition is induced by left short sounds, right short sounds, left short and long sounds, and right short and long sounds to be biased towards the left, right, left-rear, and right-rear directions of visual space. (4) The cognitive load of search and localization technologies is significantly reduced by incorporating auditory factors. In addition, the efficiency and effect of the accurate search and positioning of space-flying objects have been greatly improved. The above findings can be applied to the research on various types of target search and localization technologies in an MR environment and can provide a theoretical basis for the subsequent study of spatial information perception and cognitive induction mechanisms in an MR environment with visual–auditory coupling.
Collapse
|
22
|
Mendez-Lopez M, Juan MC, Molla R, Fidalgo C. Evaluation of an Augmented Reality Application for Learning Neuroanatomy in Psychology. ANATOMICAL SCIENCES EDUCATION 2022; 15:535-551. [PMID: 33866682 DOI: 10.1002/ase.2089] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/19/2020] [Revised: 04/08/2021] [Accepted: 04/12/2021] [Indexed: 06/12/2023]
Abstract
Neuroanatomy is difficult for psychology students because of spatial visualization and the relationship among brain structures. Some technologies have been implemented to facilitate the learning of anatomy using three-dimensional (3D) visualization of anatomy contents. Augmented reality (AR) is a promising technology in this field. A mobile AR application to provide the visualization of morphological and functional information of the brain was developed. A sample of 67 students of neuropsychology completed tests for visuospatial ability, anatomical knowledge, learning goals, and experience with technologies. Subsequently, they performed a learning activity using one of the visualization methods considered: a 3D method using the AR application and a two-dimensional (2D) method using a textbook to color, followed by questions concerning their satisfaction and knowledge. After using the alternative method, the students expressed their preference. The two methods improved knowledge equally, but the 3D method obtained higher satisfaction scores and was more preferred by students. The 3D method was also more preferred by the students who used this method during the activity. After controlling for the method used in the activity, associations were found between the preference of the 3D method because of its usability and experience with technologies. These results found that the AR application was highly valued by students to learn and was as effective as the textbook for this purpose.
Collapse
Affiliation(s)
- Magdalena Mendez-Lopez
- Department of Psychology and Sociology, Faculty of Social and Human Sciences, University of Zaragoza, Teruel, Spain
- Aragon Health Research Institute (IIS Aragón), University of Zaragoza, Zaragoza, Spain
| | - M Carmen Juan
- Institute of Industrial Control Systems and Computing, Universitat Politècnica de València, Valencia, Spain
| | - Ramon Molla
- Institute of Industrial Control Systems and Computing, Universitat Politècnica de València, Valencia, Spain
| | - Camino Fidalgo
- Department of Psychology and Sociology, Faculty of Social and Human Sciences, University of Zaragoza, Teruel, Spain
- Aragon Health Research Institute (IIS Aragón), University of Zaragoza, Zaragoza, Spain
| |
Collapse
|
23
|
Pickering JD, Panagiotis A, Ntakakis G, Athanassiou A, Babatsikos E, Bamidis PD. Assessing the difference in learning gain between a mixed reality application and drawing screencasts in neuroanatomy. ANATOMICAL SCIENCES EDUCATION 2022; 15:628-635. [PMID: 34157219 DOI: 10.1002/ase.2113] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/17/2020] [Revised: 06/07/2021] [Accepted: 06/20/2021] [Indexed: 06/13/2023]
Abstract
Augmented, mixed, and virtual reality applications and content have surged into the higher education arena, thereby allowing institutions to engage in research and development projects to better understand their efficacy within curricula. However, despite the increasing interest, there remains a lack of robust empirical evidence to justify the mainstream acceptance of this approach as an effective and efficient learning tool. In this study, the impact of a mixed reality application focused on long spinal cord sensory and motor pathways is explored in comparison to an existing resource already embedded within an active curriculum (e.g., anatomy drawing screencasts). To assess the changes in learner gain, a quasi-randomized control trial with a pre- and post-test methodology was used on a cohort of Year 2 medical students, with both the absolute and normalized gain calculated. Similar patterns of learner gain were observed between the two groups; only the multiple-choice questionnaires were shown to be answered significantly higher with the screencast group. This study adds important empirical data to the emerging field of immersive technologies and the specific impact on short-term knowledge gain for neuroanatomy teaching, specifically that of long sensory and motor pathways. Despite the limitations of the study, it provides important additional data to the field and intends to support colleagues across the education landscape in making evidence-informed decisions about the value of including such resources into their curricula.
Collapse
Affiliation(s)
- James D Pickering
- Division of Anatomy, Leeds Institute of Medical Education, School of Medicine, University of Leeds, Leeds, UK
| | - Antoniou Panagiotis
- Medical Physics Laboratory, Medical School Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Georgios Ntakakis
- Medical Physics Laboratory, Medical School Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Alkinoos Athanassiou
- Medical Physics Laboratory, Medical School Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Emmanouil Babatsikos
- Medical Physics Laboratory, Medical School Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Panagiotis D Bamidis
- Medical Physics Laboratory, Medical School Aristotle University of Thessaloniki, Thessaloniki, Greece
- Leeds Institute of Medical Education, School of Medicine, University of Leeds, Leeds, UK
| |
Collapse
|
24
|
Gloy K, Weyhe P, Nerenz E, Kaluschke M, Uslar V, Zachmann G, Weyhe D. Immersive Anatomy Atlas: Learning Factual Medical Knowledge in a Virtual Reality Environment. ANATOMICAL SCIENCES EDUCATION 2022; 15:360-368. [PMID: 33896115 DOI: 10.1002/ase.2095] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/13/2020] [Revised: 04/16/2021] [Accepted: 04/19/2021] [Indexed: 06/12/2023]
Abstract
In order to improve learning efficiency and memory retention in medical teaching, furthering active learning seems to be an effective alternative to classical teaching. One option to make active exploration of the subject matter possible is the use of virtual reality (VR) technology. The authors developed an immersive anatomy atlas which allows users to explore human anatomical structures interactively through virtual dissection. Thirty-two senior-class students from two German high schools with no prior formal medical training were separated into two groups and tasked with answering an anatomical questionnaire. One group used traditional anatomical textbooks and the other used the immersive virtual reality atlas. The time needed to answer the questions was measured. Several weeks later, the participants answered a similar questionnaire with different anatomical questions in order to test memory retention. The VR group took significantly less time to answer the questionnaire, and participants from the VR group had significantly better results over both tests. Based on the results of this study, VR learning seems to be more efficient and to have better long-term effects for the study of anatomy. The reason for that could lie in the VR environment's high immersion, and the possibility to freely and interactively explore a realistic representation of human anatomy. Immersive VR technology offers many possibilities for medical teaching and training, especially as a support for cadaver dissection courses.
Collapse
Affiliation(s)
- Kilian Gloy
- Department for Visceral Surgery, Carl von Ossietzky University of Oldenburg, Oldenburg, Germany
| | - Paul Weyhe
- Department for Visceral Surgery, Carl von Ossietzky University of Oldenburg, Oldenburg, Germany
| | - Eric Nerenz
- Department for Visceral Surgery, Carl von Ossietzky University of Oldenburg, Oldenburg, Germany
| | - Maximilian Kaluschke
- Institute for Computer Graphics and Virtual Reality, University of Bremen, Bremen, Germany
| | - Verena Uslar
- Department for Visceral Surgery, Carl von Ossietzky University of Oldenburg, Oldenburg, Germany
| | - Gabriel Zachmann
- Institute for Computer Graphics and Virtual Reality, University of Bremen, Bremen, Germany
| | - Dirk Weyhe
- Department for Visceral Surgery, Carl von Ossietzky University of Oldenburg, Oldenburg, Germany
| |
Collapse
|
25
|
Labranche L, Wilson TD, Terrell M, Kulesza RJ. Learning in Stereo: The Relationship Between Spatial Ability and 3D Digital Anatomy Models. ANATOMICAL SCIENCES EDUCATION 2022; 15:291-303. [PMID: 33527687 DOI: 10.1002/ase.2057] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2020] [Revised: 01/21/2021] [Accepted: 01/26/2021] [Indexed: 06/12/2023]
Abstract
Three-dimensional (3D) digital anatomical models show potential to demonstrate complex anatomical relationships; however, the literature is inconsistent as to whether they are effective in improving the anatomy performance, particularly for students with low spatial visualization ability (Vz). This study investigated the educational effectiveness of a 3D stereoscopic model of the pelvis, and the relationship between learning with 3D models and Vz. It was hypothesized that participants learning with a 3D pelvis model would outperform participants learning with a two-dimensional (2D) visualization or cadaveric specimen on a spatial anatomy test, particularly when comparing those with low Vz. Participants (n = 64) were stratified into three experimental groups, who each attended a learning session with either a 3D stereoscopic model (n = 21), 2D visualization (n = 21), or cadaveric specimen (n = 22) of the pelvis. Medical and pre-medical student participants completed a multiple-choice pre-test and post-test during their respective learning session, and a long-term retention (LTR) test 2 months later. Results showed no difference in anatomy test improvement or LTR performance between the experimental groups. A simple linear regression analysis showed that within the 3D group, participants with high Vz tended to retain more than those with low Vz on the LTR test (R2 = 0.31, P = 0.01). The low Vz participants may be cognitively overloaded by the complex spatial cues from the 3D stereoscopic model. Results of this study should inform resource selection and curriculum design for health professional students, with attention to the impact of Vz on learning.
Collapse
Affiliation(s)
- Leah Labranche
- Department of Anatomy, Lake Erie College of Osteopathic Medicine, Erie, Pennsylvania
| | - Timothy D Wilson
- Corps for Research of Instructional and Perceptual Technologies, Department of Anatomy and Cell Biology, Schulich School of Medicine and Dentistry, University of Western Ontario, London, Ontario, Canada
| | - Mark Terrell
- Department of Anatomy, Lake Erie College of Osteopathic Medicine, Erie, Pennsylvania
| | - Randy J Kulesza
- Department of Anatomy, Lake Erie College of Osteopathic Medicine, Erie, Pennsylvania
| |
Collapse
|
26
|
van Cappellen van Walsum A, Henssen DJ. E-Learning Three-Dimensional Anatomy of the Brainstem: Impact of Different Microscopy Techniques and Spatial Ability. ANATOMICAL SCIENCES EDUCATION 2022; 15:317-329. [PMID: 33507593 PMCID: PMC9292761 DOI: 10.1002/ase.2056] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/03/2020] [Revised: 01/08/2021] [Accepted: 01/23/2021] [Indexed: 05/05/2023]
Abstract
Polarized light imaging (PLI) is a new method which quantifies and visualizes nerve fiber direction. In this study, the educational value of PLI sections of the human brainstem were compared to histological sections stained with Luxol fast blue (LFB) using e-learning modules. Mental Rotations Test (MRT) was used to assess the spatial ability. Pre-intervention, post-intervention, and long-term (1 week) anatomical tests were provided to assess the baseline knowledge and retention. One-on-one electronic interviews after the last test were carried out to understand the students' perceptions of the intervention. Thirty-eight medical students, (19 female and 19 males, mean age 21.5 ± SD 2.4; median age: 21.0 years) participated with a mean MRT score of 13.2 ± 5.2 points and a mean pre-intervention knowledge test score of 49.9 ± 11.8%. A significant improvement in both, post-intervention and long-term test scores occurred after learning with either PLI or LFB e-learning module on brainstem anatomy (both P < 0.001). No difference was observed between groups in post-intervention test scores and long-term test scores (P = 0.913 and P = 0.403, respectively). A higher MRT-score was significantly correlated with a higher post-intervention test score (rk = 0.321; P < 0.05, respectively), but there was not a significant association between the MRT- and the long-term scores (rk = -0.078; P = 0.509). Interviews (n = 10) revealed three major topics: Learning (brainstem) anatomy by use of e-learning modules; The "need" of technological background information when studying brainstem sections; and Mnemonics when studying brainstem anatomy. Future studies should assess the cognitive burden of cross-sectional learning methods with PLI and/or LFB sections and their effects on knowledge retention.
Collapse
Affiliation(s)
- Anne‐Marie van Cappellen van Walsum
- Department of Medical ImagingRadboud University Medical CenterNijmegenThe Netherlands
- Donders Institute for Brain, Cognition and BehaviourRadboud UniversityNijmegenThe Netherlands
| | - Dylan J.H.A. Henssen
- Department of Medical ImagingRadboud University Medical CenterNijmegenThe Netherlands
- Donders Institute for Brain, Cognition and BehaviourRadboud UniversityNijmegenThe Netherlands
| |
Collapse
|
27
|
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.
Collapse
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
| |
Collapse
|
28
|
Peyman A, Pourazizi M, Akhlaghi M, Feizi A, Rahimi A, Soltani E. Stereopsis after corneal refractive surgeries: a systematic review and meta-analysis. Int Ophthalmol 2022; 42:2273-2288. [PMID: 35041131 DOI: 10.1007/s10792-021-02201-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2021] [Accepted: 12/21/2021] [Indexed: 11/25/2022]
Abstract
PURPOSE To systematically review the published manuscripts on stereopsis after corneal refractive surgery. METHODS The Web of Science, PubMed, Scopus, ProQuest, Clinical Key, Embase, and Cochrane Library were searched for relevant articles published until August 2020. The fixed- or random-effects models were used to estimate the Weighted mean difference (WMD) or Relative risk (RR) and 95% Confidence interval (CI) for postoperative stereopsis changes and incidence when applicable. Meta-regression was conducted for adjusting the effects of potential confounders. RESULTS Seven studies (1266 eyes) in adults and ten studies in pediatrics (259 eyes) were included. In adults, stereopsis improved significantly compared to the preoperative state (WMD = - 27.4, 95% CI = - 40.0, - 14.7; I2 = 97.8%; P < 0.001). In pediatrics, proportion of patients with stereoacuity postoperatively was 2.18 times compared to preoperative evaluation. (RR = 2.18, 95% CI = 1.2, 3.9; I2 = 68.6%, P < 0.001). CONCLUSIONS Stereopsis improves after corneal refractive surgery in adults and pediatrics.
Collapse
Affiliation(s)
- Alireza Peyman
- Isfahan Eye Research Center, Department of Ophthalmology, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Mohsen Pourazizi
- Isfahan Eye Research Center, Department of Ophthalmology, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Mohamadreza Akhlaghi
- Isfahan Eye Research Center, Department of Ophthalmology, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Awat Feizi
- Biostatistics and Epidemiology Department, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Alireza Rahimi
- Health Information Research Center, Medical Informatics Department, Faculty of Medical Management and Information Sciences, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Elham Soltani
- Isfahan Eye Research Center, Department of Ophthalmology, Isfahan University of Medical Sciences, Isfahan, Iran.
| |
Collapse
|
29
|
Zilverschoon M, Custers EJ, Ten Cate O, Kruitwagen CLJJ, Bleys RLAW. Support for using a three-dimensional anatomy application over anatomical atlases in a randomized comparison. ANATOMICAL SCIENCES EDUCATION 2022; 15:178-186. [PMID: 34142455 DOI: 10.1002/ase.2110] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/07/2019] [Revised: 05/01/2021] [Accepted: 06/13/2021] [Indexed: 06/12/2023]
Abstract
To investigate to what extent the use of a three-dimensional (3D) anatomy computer application can improve the acquisition of anatomical knowledge compared with anatomical atlases, junior and advanced medical students participated in an experiment. Participants were asked to answer anatomical questions with the use of a 3D anatomy application (developed at the University Medical Center in Utrecht, the Netherlands) or anatomy atlases. Every student had to complete two assignments, either with an atlas or with the 3D anatomy application. One assignment consisted of 20 questions about the anatomy of the hand, the other one had 20 questions about the anatomy of the foot. The scores on the assignments and time to complete the assignments were registered and investigated. A total of 76 students participated. Students scored significantly higher and were significantly faster when they used the 3D anatomy application. Junior medical students were significantly faster than advanced medical students and particularly, advanced students who worked with an atlas needed most time. These results suggest that the 3D anatomy application is more effective as a studying tool, when compared to the use of paper atlases, for both junior and advanced medical students. The difference in time could indicate an influence of the increased number of mental steps it takes to convert two-dimensional atlas images to a 3D mental representation compared to using the 3D anatomy application, although practical issues explaining this cannot be ruled out. Future studies should establish whether the application leads to better learning/retention and to more time-efficient studying.
Collapse
Affiliation(s)
- Marijn Zilverschoon
- Department of Anatomy, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands
| | - Eugene J Custers
- Center for Research and Development of Education, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands
| | - Olle Ten Cate
- Center for Research and Development of Education, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands
| | - Cas L J J Kruitwagen
- Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands
| | - Ronald L A W Bleys
- Department of Anatomy, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands
| |
Collapse
|
30
|
Ben Awadh A, Clark J, Clowry G, Keenan ID. Multimodal Three-Dimensional Visualization Enhances Novice Learner Interpretation of Basic Cross-Sectional Anatomy. ANATOMICAL SCIENCES EDUCATION 2022; 15:127-142. [PMID: 33369254 DOI: 10.1002/ase.2045] [Citation(s) in RCA: 17] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/17/2019] [Revised: 12/07/2020] [Accepted: 12/20/2020] [Indexed: 05/22/2023]
Abstract
While integrated delivery of anatomy and radiology can support undergraduate anatomical education, the interpretation of complex three-dimensional spatial relationships in cross-sectional and radiological images is likely to be demanding for novices. Due to the value of technology-enhanced and multimodal strategies, it was hypothesized that simultaneous digital and physical learning could enhance student understanding of cross-sectional anatomy. A novel learning approach introduced at a United Kingdom university medical school combined visualization table-based thoracic cross-sections and digital models with a three-dimensional printed heart. A mixed-method experimental and survey approach investigated student perceptions of challenging anatomical areas and compared the multimodal intervention to a two-dimensional cross-section control. Analysis of seven-point Likert-type responses of new medical students (n = 319) found that clinical imaging (mean 5.64 SD ± 1.20) was significantly more challenging (P < 0.001) than surface anatomy (4.19 ± 1.31) and gross anatomy (4.92 ± 1.22). Pre-post testing of students who used the intervention during their first anatomy class at medical school (n = 229), identified significant increases (P < 0.001) in thoracic cross-sectional anatomy interpretation performance (mean 31.4% ± 15.3) when compared to the subsequent abdominal control activity (24.1% ± 17.6). Student test scores were independent of mental-rotation ability. As depicted on a seven-point Likert-type scale, the intervention may have contributed to students considering cross-sectional interpretation of thoracic images (4.2 ± 1.23) as significantly less challenging (P < 0.001) than comparable abdominal images (5.59 ± 1.14). These findings could have implications for how multimodal cross-sectional anatomy learning approaches are implemented within medical curricula.
Collapse
Affiliation(s)
- Abdullah Ben Awadh
- Biosciences Institute, Newcastle University, Newcastle upon Tyne, United Kingdom
| | - Jill Clark
- School of Education, Communication and Language Sciences, Newcastle University, Newcastle upon Tyne, United Kingdom
| | - Gavin Clowry
- Biosciences Institute, Newcastle University, Newcastle upon Tyne, United Kingdom
| | - Iain D Keenan
- School of Medical Education, Newcastle University, Newcastle upon Tyne, United Kingdom
| |
Collapse
|
31
|
Birbara NS, Pather N. Real Or Not Real: The Impact of the Physical Fidelity of Virtual Learning Resources on Learning Anatomy. ANATOMICAL SCIENCES EDUCATION 2021; 14:774-787. [PMID: 33002293 DOI: 10.1002/ase.2022] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/07/2020] [Revised: 09/18/2020] [Accepted: 09/23/2020] [Indexed: 05/22/2023]
Abstract
Technological advancements have made it possible to create realistic virtual representations of the real world, although it is unclear in medical education whether high physical fidelity is required in virtual learning resources (VLRs). This study, therefore, aimed to compare the effectiveness of high-fidelity (HF) and low-fidelity (LF) VLRs for learning anatomy. For this study, HF and LF VLRs were developed for liver anatomy and participants were voluntarily recruited from two cohorts (cohorts 1 and 2). Knowledge outcomes were measured through pre- and post-tests, task outcomes including activity score and completion time were recorded and participants' perceptions of the VLRs were surveyed. A total of 333 participants (165 HF and 168 LF) took part in this study. Knowledge outcomes were higher for the HF activity in cohort 1 and for the LF activity in cohort 2, although not significantly. There were no significant differences in activity score within either cohort, although completion time was significantly longer for the HF activity in cohort 1 (P = 0.001). There were no significant differences within either cohort in perceptions of the VLRs regarding usefulness for reviewing conceptual knowledge, esthetics, quality, mental effort experienced, or future use, although the LF VLR was scored significantly higher regarding the value for understanding in cohort 1 (P = 0.027).This study suggests that high physical fidelity is not necessarily required for anatomy VLRs, although may potentially be valuable for improving knowledge outcomes. Also, level of prior knowledge may be an important factor when considering the physical fidelity of anatomy VLRs.
Collapse
Affiliation(s)
- Nicolette S Birbara
- Department of Anatomy, School of Medical Sciences, Faculty of Medicine, The University of New South Wales, Sydney, New South Wales, Australia
| | - Nalini Pather
- Department of Anatomy, School of Medical Sciences, Faculty of Medicine, The University of New South Wales, Sydney, New South Wales, Australia
| |
Collapse
|
32
|
Wainman B, Aggarwal A, Birk SK, Gill JS, Hass KS, Fenesi B. Virtual Dissection: An Interactive Anatomy Learning Tool. ANATOMICAL SCIENCES EDUCATION 2021; 14:788-798. [PMID: 33185976 DOI: 10.1002/ase.2035] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/09/2020] [Revised: 10/13/2020] [Accepted: 11/09/2020] [Indexed: 06/11/2023]
Abstract
The novelty of three-dimensional visualization technology (3DVT), such as virtual reality (VR), has captured the interest of many educational institutions. This study's objectives were to (1) assess how VR and physical models impact anatomy learning, (2) determine the effect of visuospatial ability on anatomy learning from VR and physical models, and (3) evaluate the impact of a VR familiarization phase on learning. This within-subjects, crossover study recruited 78 undergraduate students who studied anatomical structures at both physical and VR models and were tested on their knowledge immediately and 48 hours after learning. There were no significant differences in test scores between the two modalities on both testing days. After grouping participants on visuospatial ability, low visuospatial ability learners performed significantly worse on anatomy knowledge tests compared to their high visuospatial ability counterparts when learning from VR immediately (P = 0.001, d = 1.515) and over the long-term (P = 0.003, d = 1.279). In contrast, both low and high visuospatial ability groups performed similarly well when learning from the physical model and tested immediately after learning (P = 0.067) and over the long-term (P = 0.107). These results differ from current literature which indicates that learners with low visuospatial ability are aided by 3DVT. Familiarizing participants with VR before the learning phase had no impact on learning (P = 0.967). This study demonstrated that VR may be detrimental to low visuospatial ability students, whereas physical models may allow all students, regardless of their visuospatial abilities, to learn similarly well.
Collapse
Affiliation(s)
- Bruce Wainman
- Department of Pathology and Molecular Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Akanksha Aggarwal
- Doctor of Medicine Program, Carver College of Medicine, University of Iowa, Iowa City, Iowa
| | - Sapriya K Birk
- Master of Public Health program, Faculty of Health Sciences, Queen's University, Kingston, Ontario, Canada
| | - Jaskaran S Gill
- Doctor of Medicine Program, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Katrina S Hass
- Master of Science in Biomedical Communications Program, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Barbara Fenesi
- Faculty of Education, University of Western Ontario, London, Ontario, Canada
| |
Collapse
|
33
|
McWatt SC. Responding to Covid-19: A thematic analysis of students' perspectives on modified learning activities during an emergency transition to remote human anatomy education. ANATOMICAL SCIENCES EDUCATION 2021; 14:721-738. [PMID: 34523241 PMCID: PMC8652611 DOI: 10.1002/ase.2136] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/26/2021] [Revised: 07/23/2021] [Accepted: 09/11/2021] [Indexed: 05/21/2023]
Abstract
In March 2020, the coronavirus disease 2019 (Covid-19) global pandemic forced many post-secondary institutions to move their teaching online, which had a substantial impact on students enrolled in laboratory-based courses in fields like human anatomy. This descriptive study collected students' perspectives on the transition to remote education, with specific attention to the teaching activities, resources, and assessments used in an undergraduate Clinical Human Visceral Anatomy course at McGill University. Through inductive semantic thematic analysis, student-held values for effective remote education were identified and grouped into the following themes: (1) preferences for communication, (2) values for remote learning activities and resources, (3) values for remote assessment, and (4) perceived positive and negative impacts of remote education on learning. Students generally valued having clear communication, opportunities for both synchronous and asynchronous learning activities, and flexible assessment formats that maintained alignment with the course outcomes and activities. Many felt that remote education had a net-negative impact on their learning, course satisfaction, and sense of community. However, there were no significant differences in grades on laboratory quizzes administered before and after the shutdown (P = 0.443), and grades on the remote final examination were significantly higher than those on the in-person midterm examination (P < 0.001). These findings are discussed in the context of modern educational theories and practices related to remote teaching. Strategies for facilitating a student-centered environment online are also proposed. Future longitudinal research into skill development, learning outcome attainment, and the evolving perspectives of students and instructors operating in remote education contexts is warranted.
Collapse
Affiliation(s)
- Sean C. McWatt
- Department of Anatomy and Cell BiologyFaculty of Medicine and Health SciencesMcGill UniversityMontréalQuébecCanada
| |
Collapse
|
34
|
Zhou KX, Thang T. Rapid development of a novel and open-access mixed reality resource for dental education. J Dent Educ 2021; 86 Suppl 1:783-786. [PMID: 34561856 DOI: 10.1002/jdd.12801] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2021] [Revised: 09/09/2021] [Accepted: 09/15/2021] [Indexed: 11/08/2022]
Affiliation(s)
- Kevin X Zhou
- Schulich School of Medicine and Dentistry, University of Western Ontario, 1151 Richmond St, London, ON, N6A 3K7, Canada
| | - Trevor Thang
- Schulich School of Medicine and Dentistry, University of Western Ontario, 1151 Richmond St, London, ON, N6A 3K7, Canada
| |
Collapse
|
35
|
Chytas D, Salmas M, Skandalakis GP, Troupis TG. Can Immersive Virtual Reality Function as a Suitable Alternative to Conventional Anatomy Education Methods? ANATOMICAL SCIENCES EDUCATION 2021; 14:693-694. [PMID: 33811476 DOI: 10.1002/ase.2081] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/27/2021] [Revised: 03/29/2021] [Accepted: 03/30/2021] [Indexed: 06/12/2023]
Affiliation(s)
- Dimitrios Chytas
- Department of Anatomy, School of Physiotherapy, University of Peloponnese, Sparta, Greece
| | - Marios Salmas
- Department of Anatomy, School of Medicine, Faculty of Health Sciences, National and Kapodistrian University of Athens, Athens, Greece
| | | | - Theodore G Troupis
- Department of Anatomy, School of Medicine, Faculty of Health Sciences, National and Kapodistrian University of Athens, Athens, Greece
| |
Collapse
|
36
|
Bork F, Lehner A, Eck U, Navab N, Waschke J, Kugelmann D. The Effectiveness of Collaborative Augmented Reality in Gross Anatomy Teaching: A Quantitative and Qualitative Pilot Study. ANATOMICAL SCIENCES EDUCATION 2021; 14:590-604. [PMID: 32892494 DOI: 10.1002/ase.2016] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/28/2019] [Revised: 08/20/2020] [Accepted: 08/29/2020] [Indexed: 06/11/2023]
Abstract
In the context of gross anatomy education, novel augmented reality (AR) systems have the potential to serve as complementary pedagogical tools and facilitate interactive, student-centered learning. However, there is a lack of AR systems that enable multiple students to engage in collaborative, team-based learning environments. This article presents the results of a pilot study in which first-year medical students (n = 16) had the opportunity to work with such a collaborative AR system during a full-day gross anatomy seminar. Student performance in an anatomy knowledge test, conducted after an extensive group learning session, increased significantly compared to a pre-test in both the experimental group working with the collaborative AR system (P < 0.01) and in the control group working with traditional anatomy atlases and three-dimensional (3D) models (P < 0.01). However, no significant differences were found between the test results of both groups. While the experienced mental effort during the collaborative learning session was considered rather high (5.13 ± 2.45 on a seven-point Likert scale), both qualitative and quantitative feedback during a survey as well as the results of a System Usability Scale (SUS) questionnaire (80.00 ± 13.90) outlined the potential of the collaborative AR system for increasing students' 3D understanding of topographic anatomy and its advantages over comparable AR systems for single-user experiences. Overall, these outcomes show that collaborative AR systems such as the one evaluated within this work stimulate interactive, student-centered learning in teams and have the potential to become an integral part of a modern, multi-modal anatomy curriculum.
Collapse
Affiliation(s)
- Felix Bork
- Chair for Computer Aided Medical Procedures and Augmented Reality, Faculty of Informatics, Technical University of Munich, Munich, Germany
| | - Alexander Lehner
- Chair for Computer Aided Medical Procedures and Augmented Reality, Faculty of Informatics, Technical University of Munich, Munich, Germany
| | - Ulrich Eck
- Chair for Computer Aided Medical Procedures and Augmented Reality, Faculty of Informatics, Technical University of Munich, Munich, Germany
| | - Nassir Navab
- Chair for Computer Aided Medical Procedures and Augmented Reality, Faculty of Informatics, Technical University of Munich, Munich, Germany
| | - Jens Waschke
- Chair for Vegetative Anatomy, Faculty of Medicine, Ludwig-Maximilians University, Munich, Germany
| | - Daniela Kugelmann
- Chair for Vegetative Anatomy, Faculty of Medicine, Ludwig-Maximilians University, Munich, Germany
| |
Collapse
|
37
|
Salinas-Alvarez Y, Quiroga-Garza A, Martinez-Garza JH, Jacobo-Baca G, Zarate-Garza PP, Rodríguez-Alanís KV, Guzman-Lopez S, Elizondo-Omaña RE. Mexican Educators Survey on Anatomical Sciences Education and a Review of World Tendencies. ANATOMICAL SCIENCES EDUCATION 2021; 14:471-481. [PMID: 32902143 DOI: 10.1002/ase.2017] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/04/2019] [Revised: 08/12/2020] [Accepted: 09/01/2020] [Indexed: 06/11/2023]
Abstract
Anatomical sciences curricula have been under constant reform over the years, with many countries having to reduce course hours while trying to preserve laboratory time. In Mexico, schools have historically been autonomous and unregulated, and data regarding structure and methods are still lacking. A national survey was sent by the Mexican Society of Anatomy to 110 anatomical sciences educators. The questionnaire consisted of 50 items (open and multiple choice) for gross anatomy, microscopic anatomy, neuroanatomy, and embryology courses in medical schools across Mexico. A clinical approach was the most common course approach in all disciplines. Contact course hours and laboratory hours were higher in Mexican anatomy education compared to other countries, with the highest reported contact hours for embryology (133.4 ± 44.1) and histology (125 ± 33.2). There were similar contact hours to other countries for gross anatomy (228.5 ± 60.5). Neuroanatomy course hours (43.9 ± 13.1) were less than reported by the United States and similar to Saudi Arabia and higher than the United Kingdom. Dissection and microscopy with histological slides predominate as the most common laboratory activities. Traditional methods prevail in most of the courses in Mexico and only a few educators have implemented innovative and technological tools. Implementation of new methods, approaches, and curricular changes are needed to enhance anatomical sciences education in Mexico.
Collapse
Affiliation(s)
- Yolanda Salinas-Alvarez
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, México
| | - Alejandro Quiroga-Garza
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, México
| | | | - Guillermo Jacobo-Baca
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, México
| | | | | | - Santos Guzman-Lopez
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, México
| | | |
Collapse
|
38
|
Baptiste YM. Digital Feast and Physical Famine: The Altered Ecosystem of Anatomy Education due to the Covid-19 Pandemic. ANATOMICAL SCIENCES EDUCATION 2021; 14:399-407. [PMID: 33961346 PMCID: PMC8239895 DOI: 10.1002/ase.2098] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/22/2021] [Revised: 04/29/2021] [Accepted: 05/03/2021] [Indexed: 05/21/2023]
Abstract
This article explores the effects of the coronavirus disease 2019 (Covid-19) pandemic on the evolution of both physical and digital cadavers within the unique ecosystem of the anatomy laboratory. A physical cadaver is a traditional and established learning tool in anatomy education, whereas a digital cadaver is a relatively recent phenomenon. The Covid-19 pandemic presented a major disturbance and disruption to all levels and types of education, including anatomy education. This article constructs a conceptual metaphor between a typical anatomy laboratory and an ecosystem, and considers the affordances, constraints, and changing roles of physical and digital cadavers within anatomy education through an ecological lens. Adaptation of physical and digital cadavers during the disturbance is analyzed, and the resiliency of digital cadaver technology is recognized. The evolving role of the digital cadaver is considered in terms of increasing accessibility and inclusivity within the anatomy laboratory ecosystem of the future.
Collapse
Affiliation(s)
- Yvonne M. Baptiste
- Division of Science, Health, and MathematicsNiagara County Community CollegeSanbornNew York
- Curriculum, Instruction, and the Science of Learning PhD ProgramState University of New York at BuffaloBuffaloNew York
| |
Collapse
|
39
|
Chytas D, Piagkou M, Salmas M, Johnson EO. Mixed and Augmented Reality: Distinct Terms, Different Anatomy Teaching Potential. ANATOMICAL SCIENCES EDUCATION 2021; 14:519-520. [PMID: 32748448 DOI: 10.1002/ase.2009] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/06/2020] [Accepted: 07/27/2020] [Indexed: 06/11/2023]
Affiliation(s)
- Dimitrios Chytas
- Department of Anatomy, School of Medicine, European University Cyprus, Nicosia, Cyprus
| | - Maria Piagkou
- Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
| | - Marios Salmas
- Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
| | - Elizabeth O Johnson
- Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
- Dean's Office, School of Medicine, European University Cyprus, Nicosia, Cyprus
| |
Collapse
|
40
|
Patient-specific virtual and mixed reality for immersive, experiential anatomy education and for surgical planning in temporal bone surgery. Auris Nasus Larynx 2021; 48:1081-1091. [PMID: 34059399 DOI: 10.1016/j.anl.2021.03.009] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2020] [Revised: 02/13/2021] [Accepted: 03/16/2021] [Indexed: 11/20/2022]
Abstract
OBJECTIVE The recent development of extended reality technology has attracted interest in medicine. We explored the use of patient-specific virtual reality (VR) and mixed reality (MR) temporal bone models in anatomical teaching, pre-operative surgical planning and intra-operative surgical referencing. METHODS VR and MR temporal bone models were created and visualized on head-mounted display (HMD) and MR headset respectively, by a novel webservice that allows users to convert computed tomography images to VR and MR images without specific knowledge of programming. Eleven otorhinolaryngology trainees and specialists were asked to manipulate the healthy VR temporal bone model and to assess its validity by filling out a questionnaire. Additionally, VR and MR pathological models of petrous apex cholesteatoma were utilized for surgical planning pre-operatively and for referring to the anatomy during the surgery. RESULTS Most participants were favorable about the VR model and considered HMD as superior to a flat computer screen. 91% of the participants agreed or somewhat agreed that VR through HMD is cost effective. In addition, the VR pathological model was used for planning and sharing the surgical approach during a pre-operative surgical conference. The MR headset was worn intra-operatively to clarify the relationship between the pathological lesion and vital anatomical structures. CONCLUSION Regardless of the participants' training level in otorhinolaryngology or VR experience, all participants agreed that the VR temporal bone model is useful for anatomical education. Furthermore, the creation of patient-specific VR and MR models using the webservice and their pre- and intra-operative usages indicated the potential of innovative adjunctive surgical instrument.
Collapse
|
41
|
Liu S, Xie M, Zhang Z, Wu X, Gao F, Lu L, Zhang J, Xie Y, Yang F, Ye Z. A 3D hologram with mixed reality techniques for better understanding the pulmonary lesions of COVID-19: Randomized Controlled Trial. J Med Internet Res 2021; 23:e24081. [PMID: 34061760 PMCID: PMC8437403 DOI: 10.2196/24081] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2020] [Revised: 12/07/2020] [Accepted: 05/26/2021] [Indexed: 12/23/2022] Open
Abstract
Background The COVID-19 outbreak has now become a pandemic and has had a serious adverse impact on global public health. The effect of COVID-19 on the lungs can be determined through 2D computed tomography (CT) imaging, which requires a high level of spatial imagination on the part of the medical provider. Objective The purpose of this study is to determine whether viewing a 3D hologram with mixed reality techniques can improve medical professionals’ understanding of the pulmonary lesions caused by COVID-19. Methods The study involved 60 participants, including 20 radiologists, 20 surgeons, and 20 medical students. Each of the three groups was randomly divided into two groups, either the 2D CT group (n=30; mean age 29 years [range 19-38 years]; males=20) or the 3D holographic group (n=30; mean age 30 years [range 20=38 years]; males=20). The two groups completed the same task, which involved identifying lung lesions caused by COVID-19 for 6 cases using a 2D CT or 3D hologram. Finally, an independent radiology professor rated the participants' performance (out of 100). All participants in two groups completed a Likert scale questionnaire regarding the educational utility and efficiency of 3D holograms. The National Aeronautics and Space Administration Task Load Index (NASA-TLX) was completed by all participants. Results The mean task score of the 3D hologram group (mean 91.98, SD 2.45) was significantly higher than that of the 2D CT group (mean 74.09, SD 7.59; P<.001). With the help of 3D holograms, surgeons and medical students achieved the same score as radiologists and made obvious progress in identifying pulmonary lesions caused by COVID-19. The Likert scale questionnaire results showed that the 3D hologram group had superior results compared to the 2D CT group (teaching: 2D CT group median 2, IQR 1-2 versus 3D group median 5, IQR 5-5; P<.001; understanding and communicating: 2D CT group median 1, IQR 1-1 versus 3D group median 5, IQR 5-5; P<.001; increasing interest: 2D CT group median 2, IQR 2-2 versus 3D group median 5, IQR 5-5; P<.001; lowering the learning curve: 2D CT group median 2, IQR 1-2 versus 3D group median 4, IQR 4-5; P<.001; spatial awareness: 2D CT group median 2, IQR 1-2 versus 3D group median 5, IQR 5-5; P<.001; learning: 2D CT group median 3, IQR 2-3 versus 3D group median 5, IQR 5-5; P<.001). The 3D group scored significantly lower than the 2D CT group for the “mental,” “temporal,” “performance,” and “frustration” subscales on the NASA-TLX. Conclusions A 3D hologram with mixed reality techniques can be used to help medical professionals, especially medical students and newly hired doctors, better identify pulmonary lesions caused by COVID-19. It can be used in medical education to improve spatial awareness, increase interest, improve understandability, and lower the learning curve. Trial Registration Chinese Clinical Trial Registry ChiCTR2100045845; http://www.chictr.org.cn/showprojen.aspx?proj=125761
Collapse
Affiliation(s)
- Songxiang Liu
- Department of Orthopedics, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China., Jiefang Avenue No. 1277, Wuhan, Hubei , China., wuhan, CN.,Intelligent Medical Laboratory, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China., wuhan, CN
| | - Mao Xie
- Department of Orthopedics, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China., Jiefang Avenue No. 1277, Wuhan, Hubei , China., wuhan, CN
| | - Zhicai Zhang
- Department of Orthopedics, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China., Jiefang Avenue No. 1277, Wuhan, Hubei , China., wuhan, CN
| | - Xinghuo Wu
- Department of Orthopedics, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China., Jiefang Avenue No. 1277, Wuhan, Hubei , China., wuhan, CN
| | - Fei Gao
- Department of Orthopedics, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China., Jiefang Avenue No. 1277, Wuhan, Hubei , China., wuhan, CN
| | - Lin Lu
- Department of Orthopedics, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China., Jiefang Avenue No. 1277, Wuhan, Hubei , China., wuhan, CN
| | - Jiayao Zhang
- Department of Orthopedics, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China., Jiefang Avenue No. 1277, Wuhan, Hubei , China., wuhan, CN
| | - Yi Xie
- Department of Orthopedics, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China., Jiefang Avenue No. 1277, Wuhan, Hubei , China., wuhan, CN
| | - Fan Yang
- Department of Radiology, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China., wuhan, CN
| | - Zhewei Ye
- Department of Orthopedics, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China., Jiefang Avenue No. 1277, Wuhan, Hubei , China., wuhan, CN.,Intelligent Medical Laboratory, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China., wuhan, CN
| |
Collapse
|
42
|
Brewer-Deluce D, Bak AB, Simms AJ, Sinha S, Mitchell JP, Shin D, Saraco AN, Wainman BC. Virtual Reality Bell-Ringer: The Development and Testing of a Stereoscopic Application for Human Gross Anatomy. ANATOMICAL SCIENCES EDUCATION 2021; 14:330-341. [PMID: 33735524 DOI: 10.1002/ase.2074] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2020] [Revised: 02/11/2021] [Accepted: 03/15/2021] [Indexed: 06/12/2023]
Abstract
As post-secondary education migrates online, developing and evaluating new avenues for assessment in anatomy is paramount. Three-dimensional (3D) visualization technology is one area with the potential to augment or even replace resource-intensive cadaver use in anatomical education. This manuscript details the development of a smartphone application, entitled "Virtual Reality Bell-Ringer (VRBR)," capable of displaying monoscopic two-dimensional (2D) or stereoscopic 3D images with the use of an inexpensive cardboard headset for use in spot examinations. Cadaveric image use, creation, and pinning processes are explained, and the source code is provided. To validate this tool, this paper compares traditional laboratory-based spot examination assessment stations against those administered using the VRBR application to test anatomical knowledge. Participants (undergraduate, n = 38; graduate, n = 13) completed three spot examinations specific to their level of study, one in each of the modalities (2D, 3D, laboratory) as well as a mental rotation test (MRT), Stereo Fly stereotest, and cybersickness survey. Repeated measures ANCOVA suggested participants performed significantly better on laboratory and 3D stations compared to 2D stations. Moderate to severe cybersickness symptoms were reported by 63% of participants in at least one category while using the VRBR application. Highest reported symptoms included: eye strain, general discomfort, difficulty focusing, and difficulty concentrating. Overall, the VRBR application is a promising tool for its portability, affordability, and accessibility. Due to reported cybersickness and other technical limitations, the use of VRBR as an alternative to cadaveric specimens presents several challenges when testing anatomy knowledge that must be addressed before widespread adoption.
Collapse
Affiliation(s)
- Danielle Brewer-Deluce
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
- School of Kinesiology, Faculty of Health Sciences, Western University, London, Ontario, Canada
| | - Alex B Bak
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
- Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Abigail J Simms
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Sakshi Sinha
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Josh P Mitchell
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - David Shin
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Anthony N Saraco
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Bruce C Wainman
- Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
- Department of Pathology and Molecular Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| |
Collapse
|
43
|
Bogomolova K, Sam AH, Misky AT, Gupte CM, Strutton PH, Hurkxkens TJ, Hierck BP. Development of a Virtual Three-Dimensional Assessment Scenario for Anatomical Education. ANATOMICAL SCIENCES EDUCATION 2021; 14:385-393. [PMID: 33465814 PMCID: PMC8252734 DOI: 10.1002/ase.2055] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/13/2020] [Revised: 12/18/2020] [Accepted: 01/13/2021] [Indexed: 05/30/2023]
Abstract
In anatomical education three-dimensional (3D) visualization technology allows for active and stereoscopic exploration of anatomy and can easily be adopted into medical curricula along with traditional 3D teaching methods. However, most often knowledge is still assessed with two-dimensional (2D) paper-and-pencil tests. To address the growing misalignment between learning and assessment, this viewpoint commentary highlights the development of a virtual 3D assessment scenario and perspectives from students and teachers on the use of this assessment tool: a 10-minute session of anatomical knowledge assessment with real-time interaction between assessor and examinee, both wearing a HoloLens and sharing the same stereoscopic 3D augmented reality model. Additionally, recommendations for future directions, including implementation, validation, logistic challenges, and cost-effectiveness, are provided. Continued collaboration between developers, researchers, teachers, and students is critical to advancing these processes.
Collapse
Affiliation(s)
- Katerina Bogomolova
- Department of SurgeryLeiden University Medical CenterLeidenthe Netherlands
- Center for Innovation of Medical EducationLeiden University Medical CenterLeidenthe Netherlands
| | - Amir H. Sam
- Medical Education Research UnitImperial College School of MedicineImperial College LondonLondonUK
| | - Adam T. Misky
- St Mary's HospitalImperial College Healthcare NHS TrustLondonUK
| | - Chinmay M. Gupte
- Medical Education Research UnitImperial College School of MedicineImperial College LondonLondonUK
- St Mary's HospitalImperial College Healthcare NHS TrustLondonUK
| | | | | | - Beerend P. Hierck
- Center for Innovation of Medical EducationLeiden University Medical CenterLeidenthe Netherlands
- Department of Anatomy and EmbryologyLeiden University Medical CenterLeidenthe Netherlands
- Leiden Teachers' AcademyLeiden UniversityLeidenthe Netherlands
| |
Collapse
|
44
|
Chumbley SD, Devaraj VS, Mattick K. An Approach to Economic Evaluation in Undergraduate Anatomy Education. ANATOMICAL SCIENCES EDUCATION 2021; 14:171-183. [PMID: 32745338 DOI: 10.1002/ase.2008] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/21/2020] [Revised: 07/22/2020] [Accepted: 07/25/2020] [Indexed: 06/11/2023]
Abstract
Medical education research is becoming increasingly concerned with the value (defined as "educational outcomes per dollar spent") of different teaching approaches. However, the financial costs of various approaches to teaching anatomy are under-researched, making evidence-based comparisons of the value of different teaching approaches impossible. Therefore, the aims of this study were to report the cost of six popular anatomy teaching methods through a specific, yet generalizable approach, and to demonstrate a process in which these results can be used in conjunction with existing effectiveness data to undertake an economic evaluation. A cost analysis was conducted to report the direct and indirect costs of six anatomy teaching methods, using an established approach to cost-reporting. The financial information was then combined with previously published information about the effectiveness of these six teaching methods in increasing anatomy knowledge, thereby demonstrating how estimations of value can be made. Dissection was reported as the most expensive teaching approach and computer aided instruction/learning (CAI/L) was the least, based on an estimation of total cost per student per year and assuming a student cohort size of just over 1,000 (the United Kingdom average). The demonstrated approach to economic evaluation suggested computer aided instruction/learning as the approach that provided the most value, in terms of education outcomes per dollar spent. The study concludes by suggesting that future medical education research should incorporate substantially greater consideration of cost, in order to draw important conclusions about value for learners.
Collapse
Affiliation(s)
- Samuel D Chumbley
- University of Exeter Medical School, College of Medicine and Health, University of Exeter, Devon, United Kingdom
| | - Vikram S Devaraj
- University of Exeter Medical School, College of Medicine and Health, University of Exeter, Devon, United Kingdom
| | - Karen Mattick
- University of Exeter Medical School, College of Medicine and Health, University of Exeter, Devon, United Kingdom
| |
Collapse
|
45
|
Bogomolova K, Hierck BP, Looijen AEM, Pilon JNM, Putter H, Wainman B, Hovius SER, van der Hage JA. Stereoscopic three-dimensional visualisation technology in anatomy learning: A meta-analysis. MEDICAL EDUCATION 2021; 55:317-327. [PMID: 32790885 PMCID: PMC7984401 DOI: 10.1111/medu.14352] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2020] [Revised: 08/04/2020] [Accepted: 08/10/2020] [Indexed: 05/09/2023]
Abstract
OBJECTIVES The features that contribute to the apparent effectiveness of three-dimensional visualisation technology [3DVT] in teaching anatomy are largely unknown. The aim of this study was to conduct a systematic review and meta-analysis of the role of stereopsis in learning anatomy with 3DVT. METHODS The review was conducted and reported according to PRISMA Standards. Literature search of English articles was performed using EMBASE, MEDLINE, CINAHL EBSCOhost, ERIC EBSCOhost, Cochrane CENTRAL, Web of Science and Google Scholar databases until November 2019. Study selection, data extraction and study appraisal were performed independently by two authors. Articles were assessed for methodological quality using the Medical Education Research Study Quality Instrument and the Cochrane Collaboration's tool for assessing the risk of bias. For quantitative analysis, studies were grouped based on relative between-intervention differences in instructional methods and type of control conditions. RESULTS A total of 3934 citations were obtained of which 67 underwent a full-text review. Ultimately, 13 randomised controlled trials were included in the meta-analysis. When interactive, stereoscopic 3D models were compared to interactive, monoscopic 3D models within a single level of instructional design, for example isolating stereopsis as the only true manipulated element in the experimental design, an effect size [ES] of 0.53 (95% confidence interval [CI] 0.26-0.80; P < .00001) was found. In comparison with 2D images within multiple levels of instructional design, an effect size of 0.45 (95% CI 0.10-0.81; P < .002) was found. Stereopsis had no effect on learning when utilised with non-interactive 3D images (ES = -0.87, 95% CI -2.09-0.35; P = .16). CONCLUSION Stereopsis is an important distinguishing element of 3DVT that has a significant positive effect on acquisition of anatomical knowledge when utilised within an interactive 3D environment. A distinction between stereoscopic and monoscopic 3DVT is essential to make in anatomical education and research.
Collapse
Affiliation(s)
- Katerina Bogomolova
- Department of SurgeryFaculty of MedicineLeiden University Medical CenterLeidenThe Netherlands
- Faculty of MedicineCenter for Innovation of Medical EducationLeiden University Medical CenterLeidenThe Netherlands
- Faculty of MedicineInstitute for Medical Education Research RotterdamRotterdam Erasmus University Medical CenterRotterdamThe Netherlands
| | - Beerend P. Hierck
- Faculty of MedicineCenter for Innovation of Medical EducationLeiden University Medical CenterLeidenThe Netherlands
- Department of Anatomy and EmbryologyFaculty of MedicineLeiden University Medical CenterLeidenThe Netherlands
- Leiden Teachers’ AcademyLeiden UniversityLeidenThe Netherlands
- Department of Medical Statistics and BioinformaticsFaculty of MedicineLeiden University Medical CenterLeidenThe Netherlands
| | - Agnes E. M. Looijen
- Faculty of MedicineInstitute for Medical Education Research RotterdamRotterdam Erasmus University Medical CenterRotterdamThe Netherlands
| | - Johanne N. M. Pilon
- Faculty of MedicineInstitute for Medical Education Research RotterdamRotterdam Erasmus University Medical CenterRotterdamThe Netherlands
| | - Hein Putter
- Department of Medical Statistics and BioinformaticsFaculty of MedicineLeiden University Medical CenterLeidenThe Netherlands
| | - Bruce Wainman
- Department of Pathology and Molecular MedicineFaculty of Health SciencesMcMaster UniversityHamiltonONCanada
| | - Steven E. R. Hovius
- Department of Plastic and Reconstructive SurgeryFaculty of MedicineRadboud University Medical CenterNijmegenThe Netherlands
| | - Jos A. van der Hage
- Department of SurgeryFaculty of MedicineLeiden University Medical CenterLeidenThe Netherlands
- Faculty of MedicineCenter for Innovation of Medical EducationLeiden University Medical CenterLeidenThe Netherlands
| |
Collapse
|
46
|
Norman G. Where we've come from, where we might go. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2020; 25:1191-1201. [PMID: 33247316 DOI: 10.1007/s10459-020-10018-7] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2020] [Accepted: 11/09/2020] [Indexed: 05/23/2023]
Abstract
The paper reviews 50 years of research in health sciences education and identifies several recurring controversies-formative versus summative assessment, high and low fidelity simulation, expertise as knowledge versus skills, and the impact of teaching versus curriculum. I then look at the role these may play in the current situation where COVID has necessitated rapid change to distance learning. I then posit an essential role for research in teaching and learning, using multiple methods from qualitative to neuropsychological to better understand the dimensions of effective teaching. The ultimate goal is to operationalize these findings in creation of distance learning modules.
Collapse
|
47
|
Gonzales RA, Ferns G, Vorstenbosch MATM, Smith CF. Does spatial awareness training affect anatomy learning in medical students? ANATOMICAL SCIENCES EDUCATION 2020; 13:707-720. [PMID: 32048478 DOI: 10.1002/ase.1949] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/03/2019] [Revised: 02/07/2020] [Accepted: 02/09/2020] [Indexed: 06/10/2023]
Abstract
Spatial ability (SA) is the cognitive capacity to understand and mentally manipulate concepts of objects, remembering relationships among their parts and those of their surroundings. Spatial ability provides a learning advantage in science and may be useful in anatomy and technical skills in health care. This study aimed to assess the relationship between SA and anatomy scores in first- and second-year medical students. The training sessions focused on the analysis of the spatial component of objects' structure and their interaction as applied to medicine; SA was tested using the Visualization of Rotation (ROT) test. The intervention group (n = 29) received training and their pre- and post-training scores for the SA tests were compared to a control group (n = 75). Both groups improved their mean scores in the follow-up SA test (P < 0.010). There was no significant difference in SA scores between the groups for either SA test (P = 0.31, P = 0.90). The SA scores for female students were significantly lower than for male students, both at baseline and follow-up (P < 0.010). Anatomy training and assessment were administered by the anatomy department of the medical school, and examination scores were not significantly different between the two groups post-intervention (P = 0.33). However, participants with scores in the bottom quartile for SA performed worse in the anatomy questions (P < 0.001). Spatial awareness training did not improve SA or anatomy scores; however, SA may identify students who may benefit from additional academic support.
Collapse
Affiliation(s)
- Rene A Gonzales
- Department of Medical Education, Brighton and Sussex Medical School, University of Sussex, Brighton, United Kingdom
| | - Gordon Ferns
- Department of Medical Education, Brighton and Sussex Medical School, University of Sussex, Brighton, United Kingdom
| | - Marc A T M Vorstenbosch
- Department of Anatomy, Radboud University Nijmegen Medical Centre, Nijmegen, The Netherlands
| | - Claire F Smith
- Department of Medical Education, Brighton and Sussex Medical School, University of Sussex, Brighton, United Kingdom
| |
Collapse
|
48
|
Chen S, Zhu J, Cheng C, Pan Z, Liu L, Du J, Shen X, Shen Z, Zhu H, Liu J, Yang H, Ma C, Pan H. Can virtual reality improve traditional anatomy education programmes? A mixed-methods study on the use of a 3D skull model. BMC MEDICAL EDUCATION 2020; 20:395. [PMID: 33129310 PMCID: PMC7603711 DOI: 10.1186/s12909-020-02255-6] [Citation(s) in RCA: 28] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2020] [Accepted: 09/24/2020] [Indexed: 05/17/2023]
Abstract
BACKGROUND Realistic, portable, and scalable lectures, cadaveric models, 2D atlases and computer simulations are being combined more frequently for teaching anatomy, which result in major increases in user satisfaction. However, although digital simulations may be more portable, interesting, or motivating than traditional teaching tools, whether they are superior in terms of student learning remain unclear. This paper presents a study in which the educational effectiveness of a virtual reality (VR) skull model is compared with that of cadaveric skulls and atlases. The aim of this study was to compare the results of teaching with VR to results of teaching with traditional teaching methods by administering objective questionnaires and perception surveys. METHODS A mixed-methods study with 73 medical students was conducted with three different groups, namely, the VR group (N = 25), cadaver group (N = 25) and atlas group (N = 23). Anatomical structures were taught through an introductory lecture and model-based learning. All students completed the pre- and post-intervention tests, which comprised a theory test and an identification test. The theory test consisted of 18 multiple-choice questions, and the identification test consisted of 25 fill-in-the-blank questions. RESULTS The participants in all three groups had significantly higher total scores on the post-intervention test than on the pre-intervention test; the post-intervention test score in the VR group was not statistically significantly higher than the post-intervention test score of the other groups (VR: 30 [IQR: 22-33.5], cadaver: 26 [IQR: 20-31.5], atlas: 28[IQR: 20-33]; p > 0.05). The participants in the VR and cadaver groups provided more positive feedback on their learning models than the atlas group (VR: 26 [IQR: 19-30], cadaver: 25 [IQR: 19.5-29.5], atlas: 12 [IQR: 9-20]; p < 0.001). CONCLUSIONS The skull virtual learning resource (VLR) was equally efficient as the cadaver skull and atlas in teaching anatomy structures. Such a model can aid individuals in understanding complex anatomical structures with a higher level of motivation and tolerable adverse effects.
Collapse
Affiliation(s)
- Shi Chen
- Department of Endocrinology, Endocrine Key Laboratory of Ministry of Health, Peking Union Medical College Hospital (PUMCH), Chinese Academe of Medical Sciences & Peking Union Medical College (CAMS & PUMC), Beijing, 100730, China
- National Virtual Simulation Laboratory Education Center of Medical Sciences, PUMCH, CAMS & PUMC, Beijing, 100730, China
| | - Jiawei Zhu
- Eight-year Program of Clinical Medicine, PUMCH, CAMS & PUMC, Beijing, 100730, China
| | - Cheng Cheng
- Eight-year Program of Clinical Medicine, PUMCH, CAMS & PUMC, Beijing, 100730, China
| | - Zhouxian Pan
- Eight-year Program of Clinical Medicine, PUMCH, CAMS & PUMC, Beijing, 100730, China
| | - Lingshan Liu
- Eight-year Program of Clinical Medicine, PUMCH, CAMS & PUMC, Beijing, 100730, China
| | - Jianhua Du
- Eight-year Program of Clinical Medicine, PUMCH, CAMS & PUMC, Beijing, 100730, China
| | - Xinhua Shen
- Department of Human Anatomy, Histology and Embryology, Institute of Basic Medical Sciences, Neuroscience Center, Chinese Academy of Medical Sciences, School of Basic Medicine, Peking Union Medical College, Beijing, 100005, China
| | - Zhen Shen
- The State Key Laboratory of Management and Control for Complex Systems, Institute of Automation, Chinese Automation, Chinese Academy of Sciences (CASIA), Beijing, 100190, China
| | - Huijuan Zhu
- Department of Endocrinology, Endocrine Key Laboratory of Ministry of Health, Peking Union Medical College Hospital (PUMCH), Chinese Academe of Medical Sciences & Peking Union Medical College (CAMS & PUMC), Beijing, 100730, China
| | - Jihai Liu
- National Virtual Simulation Laboratory Education Center of Medical Sciences, PUMCH, CAMS & PUMC, Beijing, 100730, China
- Department of Emergency, PUMCH, CAMS & PUMC, Beijing, 100730, China
| | - Hua Yang
- National Virtual Simulation Laboratory Education Center of Medical Sciences, PUMCH, CAMS & PUMC, Beijing, 100730, China
- Department of Otolaryngology-Head and Neck Surgery, PUMCH, CAMS & PUMC, Beijing, 100730, China
| | - Chao Ma
- Department of Human Anatomy, Histology and Embryology, Institute of Basic Medical Sciences, Neuroscience Center, Chinese Academy of Medical Sciences, School of Basic Medicine, Peking Union Medical College, Beijing, 100005, China
| | - Hui Pan
- Department of Endocrinology, Endocrine Key Laboratory of Ministry of Health, Peking Union Medical College Hospital (PUMCH), Chinese Academe of Medical Sciences & Peking Union Medical College (CAMS & PUMC), Beijing, 100730, China.
- Medical Department, PUMCH, CAMS & PUMC, Beijing, 100730, China.
| |
Collapse
|
49
|
Kurul R, Ögün MN, Neriman Narin A, Avci Ş, Yazgan B. An Alternative Method for Anatomy Training: Immersive Virtual Reality. ANATOMICAL SCIENCES EDUCATION 2020; 13:648-656. [PMID: 32163659 DOI: 10.1002/ase.1959] [Citation(s) in RCA: 28] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/21/2019] [Revised: 03/04/2020] [Accepted: 03/10/2020] [Indexed: 06/10/2023]
Abstract
The aim of this study was to investigate the effect of immersive three-dimensional (3D) interactive virtual reality (VR) on anatomy training in undergraduate physical therapy students. A total of 72 students were included in the study. The students were randomized into control (n = 36) and VR (n = 36) group according to the Kolb Learning Style Inventory, sex, and Purdue Spatial Visualization Test Rotations (PSVT-R). Each student completed a pre-intervention and post-intervention test, consisting of 15 multiple-choice questions. There was no significant difference between the two groups in terms of age, sex, Kolb Learning Style Inventory distribution, and the PSVT-R (P > 0.05). The post-test scores were significantly higher compared to pre-test scores in both the VR group (P < 0.001) and the control group (P < 0.001). The difference between the pre-test and post-test results was found to be significantly higher in favor of the VR group (P < 0.001). In this study, anatomy training with a 3D immersive VR system was found to be beneficial. These results suggest that VR systems can be used as an alternative method to the conventional anatomy training approach for health students.
Collapse
Affiliation(s)
- Ramazan Kurul
- Department of Physical Therapy and Rehabilitation, Faculty of Health Sciences, Bolu Abant Izzet Baysal University, Bolu, Turkey
| | - Muhammed Nur Ögün
- Department of Neurology, Faculty of Medicine, Bolu Abant Izzet Baysal University, Bolu, Turkey
| | - Ayşe Neriman Narin
- Department of Physical Therapy and Rehabilitation, Faculty of Health Sciences, Bolu Abant Izzet Baysal University, Bolu, Turkey
| | - Şebnem Avci
- Department of Physical Therapy and Rehabilitation, Faculty of Health Sciences, Bolu Abant Izzet Baysal University, Bolu, Turkey
| | - Beyza Yazgan
- Department of Physical Therapy and Rehabilitation, Faculty of Health Sciences, Gazi University, Ankara, Turkey
| |
Collapse
|
50
|
Chen SY, Lai YH, Lin YS. Research on Head-Mounted Virtual Reality and Computational Thinking Experiments to Improve the Learning Effect of AIoT Maker Course: Case of Earthquake Relief Scenes. Front Psychol 2020; 11:1164. [PMID: 32581963 PMCID: PMC7283519 DOI: 10.3389/fpsyg.2020.01164] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2020] [Accepted: 05/05/2020] [Indexed: 11/13/2022] Open
Abstract
In this study, the head-mounted virtual reality (VR) technology is adpoted for computational thinking teaching in the AIoT Maker course teaching. The earthquake relief situation is designed in the VR in the course scenario, because in the context of situational thinking, pre-emptive training in the face of emergency disasters has been conducted through observation meetings or training courses. Through listening to lecturers or experienced personnel to share experiences, students often have a harder time thinking about real scenes and it is harder to think creatively how to design with the emergency disaster response. In view of this, this research will combine the development and evaluation of earthquake relief training courses for head-mounted VR and computational thinking experiments to explore the use of VR and computational thinking experiments to drive students to create ideas for real disaster relief scenarios. Through computational thinking, students think about different script situations and discuss in each scene to find a suitable maker design of the AIoT project. Finally, this study combined with its modular space program training to develop students' programming skills. According to the experiment, this study is able to strength students' practical learning motivation, and follow-up employ ability training for course learning.
Collapse
Affiliation(s)
- Shih-Yeh Chen
- Department of Computer Science and Information Engineering, National Taitung University, Taitung, Taiwan
| | - Ying-Hsun Lai
- Department of Computer Science and Information Engineering, National Taitung University, Taitung, Taiwan
| | - Yu-Shan Lin
- Department of Information Science and Management System, National Taitung University, Taitung, Taiwan
| |
Collapse
|