A novel 3D stereoscopic anatomy tutorial

Abstract

This technology has the exciting potential to use the radiographic libraries in hospitals for medical education. The computer software, however, has some limitations at present. It is not able to effectively distinguish between tissues of similar densities. Furthermore, not all tissues are amenable to CT scanning of a high enough resolution for presentation. Despite these limitations, the software continues to advance and is capable of producing very high quality anatomy images.

Evaluation of an online three‐dimensional interactive resource for undergraduate neuroanatomy education

“…Several studies have measured the efficacy of virtual anatomical models, with varying results (Garg et al, , Glittenberg and Binder, ; Stull et al, ; Brown et al, ). A collection of three studies conducted by Garg et al investigated the educational effects of an interactive 3D model of the carpal bones (Garg et al, ).…”

“…In addition, students reported a higher level of motivation to learn the material when they were provided access to a 3D tutorial. The students also felt that the undergraduate curriculum would benefit from incorporating additional 3D learning tools into the instruction of other anatomical regions (Brown et al, ). Such positive results quantitative and qualitative findings encourage further exploration into the potential benefits of 3D learning materials to enhance neuroanatomical education.…”

“…However, in comparison to traditional learning tools (e.g., plastic models, books, printed material), e-learning tools are advantageous in terms of greater ease of accessibility, convenience and flexibility of learning, presentation of multimedia elements and ease with which information may be updated or revised (Chenkin et al, 2008;Evgeniou and Loizou, 2012;Jayakumar et al, 2015). Consequently, educators have begun a shift toward integrating e-learning resources, such as computer models into anatomy courses, with the intention of improving student comprehension (Glittenberg and Binder, 2006;Brenton et al, 2007;Brown et al, 2012).…”

Simulation techniques in the anatomy curriculum: review of literature

“…Implementation of radiology basics and new learning opportunities involving such techniques as image labelling, 3D reconstruction, and multiplanar reformatting appear to be relevant [48]. The virtual human dissector or the 3D stereoscopic images are significant elements of the modern anatomical curriculum making the study of anatomy more effective [12,16,35,40].…”

Visualization of stereoscopic anatomic models of the paranasal sinuses and cervical vertebrae from the surgical and procedural perspective

“…With current advanced high‐resolution computed tomography (CT) technology, it is possible to visualize small structures such as temporal bone anatomy, which are otherwise difficult to directly visualize (Takegoshi et al, ; Li et al, ). Computer models have gained attention as a means to delineate detailed clinical anatomy (Qayumi et al, ; Nicholson et al, ; Brown et al, ), but few medical schools use virtual models in their clinical anatomy course (Adams and Wilson, ; Yeung et al, ; Cui et al, ). The process of learning new surgical skills requires visual‐spatial ability and can be difficult for some learners; however, the impact of a 3D video learning module on the acquisition of new surgical skills has not been previously performed (Roach et al, ), although there have been reports demonstrating use of 3D reconstruction of cervical vertebrae for different purposes (Clogenson et al, ; Zheng et al, ; Courbot et al, ) as well as 3D models of paranasal sinuses in a virtual surgical environment (Parikh et al, ; Kapakin, ).…”