Advanced 3D visualization in student-centred medical education

Abstract

Background: Healthcare students have difficulties achieving a conceptual understanding of 3D anatomy and misconceptions about physiological phenomena are persistent and hard to address. 3D visualization has improved the possibilities of facilitating understanding of complex phenomena. A project was carried out in which high quality 3D visualizations using high-resolution CT and MR images from clinical research were developed for educational use. Instead of standard stacks of slices (original or multiplanar reformatted) volume-rendering images in the quicktime VR format that enables students to interact intuitively were included. Based on learning theories underpinning problem based learning, 3D visualizations were implemented in the existing curricula of the medical and physiotherapy programs. The images/films were used in lectures, demonstrations and tutorial sessions. Self-study material was also developed. Aims: To support learning efficacy by developing and using 3D datasets in regular health care curricula and enhancing the knowledge about possible educational value of 3D visualizations in learning anatomy and physiology. Method: Questionnaires were used to investigate the medical and physiotherapy students' opinions about the different formats of visualizations and their learning experiences. Results: The 3D images/films stimulated the students will to understand more and helped them to get insights about biological variations and different organs size, space extent and relation to each other. The virtual dissections gave a clearer picture than ordinary dissections and the possibility to turn structures around was instructive. Conclusions: 3D visualizations based on authentic, viable material point out a new dimension of learning material in anatomy, physiology and probably also pathophysiology. It was successful to implement 3D images in already existing themes in the educational programs. The results show that deeper knowledge is required about students' interpretation of images/films in relation to learning outcomes. There is also a need for preparations and facilitation principles connected to the use of 3D visualizations.

Spatial abilities of expert clinical anatomists: Comparison of abilities between novices, intermediates, and experts in anatomy

“…Evidence also suggests that computer-based teaching materials are associated with a better understanding of spatial anatomy (Petersson et al, 2009;Silén et al, 2008) and improved learning (Lynch et al, 2001;St Aubin, 2001;McNulty et al, 2004McNulty et al, , 2009Sugand et al, 2010). Furthermore, they have proved to be well received by students (Nieder et al, 2000;McNulty et al, 2009).…”

“…Spatial ability is a good predictor of successful anatomy learning and evidence from this study suggests that only certain aspects of spatial ability can be gained through experience. Current educational methods, such as dissection, and more recently 3D computer images, have been shown to produce a better understanding of spatial anatomy (Crisp, 1989;Hill and Anderson, 1991;Pabst, 1993;Marks, 1996;Silén et al, 2008;Petersson et al, 2009). In the light of 13 the results from this study it may be possible to develop 'spatial ability' sessions, which at various points in the curriculum enable students to refine their spatial skills in order to enable more effective learning of anatomy.…”

A framework for the design of computer-assisted simulation training for complex police situations

“…For example, Dewey (1910) suggests that when one is doing something, they are forced to use eyes, ears and sense of touch as guides for action which, as much as possible, has to be addressed in the design process. Researchers have suggested that the simulator's ability to give feedback provides individualized perceptual and cognitive support for the student's learning of a new skill (Nilsson, 2007;Rieber, Tzeng, & Tribble, 2004;Silén, Wirell, Kvist, Nylander, & Smedby, 2008). CAST, working as a scaffolding resource, provides a more able partner in Luckin's terms, and provided for improvisation, discovery and testing (Schön, 1983(Schön, , 1987.…”

Learning from graphically integrated 2D and 3D representations improves retention of neuroanatomy.

“…In order to develop a computer-based instructional program that can successfully facilitate the process of learning anatomy, there is a need to focus on designing programs which can provide realistic graphics, flexible learning environments, and that follow principles of learning described in cognitive science (Issenberg, et aI., 2005;Silen, Wirell, Kvist, Nylander, & Smedby, 2008).…”