A Novel Anatomy Education Method Using a Spatial Reality Display Capable of Stereoscopic Imaging with the Naked Eye

Abstract

Several efforts have been made to use virtual reality (VR) and augmented reality (AR) for medical and dental education and surgical support. The current methods still require users to wear devices such as a head-mounted display (HMD) and smart glasses, which pose challenges in hygiene management and long-term use. Additionally, it is necessary to measure the user’s inter-pupillary distance and to reflect it in the device settings each time to accurately display 3D images. This setting is difficult for daily use. We developed and implemented a novel anatomy education method using a spatial reality display capable of stereoscopic viewing with the naked eye without an HMD or smart glasses. In this study, we developed two new applications: (1) a head and neck anatomy education application, which can display 3D-CG models of the skeleton and blood vessels of the head and neck region using 3D human body data available free of charge from public research institutes, and (2) a DICOM image autostereoscopic viewer, which can automatically convert 2D CT/MRI/CBCT image data into 3D-CG models. In total, 104 students at the School of Dentistry experienced and evaluated the system, and the results suggest its usefulness. A stereoscopic display without a head-mounted display is highly useful and promising for anatomy education.

Effects of Visuospatial Abilities on Learning Through 2D and Immersive Video

“…Il serait judicieux d'inclure d'autres systèmes dans nos investigations, tels que des écrans avec des lunettes 3D ou des casques intégrant des vidéos en 2D. Une étude comparative entre quatre outils différents pourrait permettre d'analyser spécifiquement les effets potentiels de la vidéo 3D et de l'immersion [19]. De même, il serait intéressant d'évaluer l'apport de l'immersion sur d'autres types de contenu, tels que ceux présentant un caractère gestuel plus important, comme les sutures.…”

Light Field Visualization for Training and Education: A Review

“…Early works proposed holography in augmenting medical and anatomical education [153,154]. Several attempts for multiview autostereoscopic display utilization in medicine were carried out, including the implementation of a software for interacting with 3D medical models in real time [155], the 3D visualization of real captured surgical videos [156], neurosurgical reviews [157], an educational application for head and neck anatomy [158], and interactive 3D torso anatomy [159]. In a recent attempt to use autostereoscopic displays, specifically the 8-inch Looking Glass Portrait display [160], King's College London (KCL) implemented an online platform, namely Virtual Anatomy and Histology (VAH), targeted for anatomical teaching by means of 3D visualization of medical models and medical scans [161].…”

“…In a recent attempt to use autostereoscopic displays, specifically the 8-inch Looking Glass Portrait display [160], King's College London (KCL) implemented an online platform, namely Virtual Anatomy and Histology (VAH), targeted for anatomical teaching by means of 3D visualization of medical models and medical scans [161]. Furthermore, Itamiya et al [158] developed an autostereoscopic viewer that takes as input 2D CT, MRI, and CBCT images, and outputs the corresponding 3D model.…”

Comparison of the Observation Errors of Augmented and Spatial Reality Systems

“…No studies have discussed the accuracy of 3D-CG models observed with AR devices within close range, which are required in clinical dentistry [14]. Although SRDs are beginning to be used in medical and dental education, their accuracies have not been compared with that of HMD [15]. Although SRD is beginning to be used in medical and dental education, its accuracy has not been verified [16].…”