An Innovative Approach for Online Neuroanatomy and Neurorrehabilitation Teaching Based on 3D Virtual Anatomical Models Using Leap Motion Controller During COVID-19 Pandemic

Abstract

After the World Health Organization had declared a pandemic of coronavirus disease (COVID-19) on March 11, 2020 many governments, including the Government of Spain, declared the state of alarm enforcing a quarantine that have left millions of students confined to their homes. This home confinement has affected students of all levels, including university students, and has forced faculties to adapt online teaching strategies. Thus, traditional classroom face-to-face teaching has suddenly been replaced by online classes. This has revealed particularly challenging for medical courses. For such purpose we have designed an online teaching proposal addressed to the Degree in Physiotherapy and the Double Degree in Nursing and Physiotherapy of the University of Jaén (Spain). The objective is to implement an online virtual teaching protocol through the use of Virtual Reality. For such a goal, the Leap Motion Controller (LMC) will be used to teach the neuroanatomy of the brain and spinal cord and to teach and practice neurorehabilitation exercises. Along with devices like the LMC students will be asked to use Health Sciences databases in order to achieve a significative learning of the course topics. The project is structured in two phases. First, students will learn neuroanatomy and neurophysiology of the most relevant neurological conditions using LMC-based models. Then, they will learn to combine LMC games and conventional physiotherapy for neurorehabilitation purposes. The work of students will include the recording of videoreports demonstrating the acquisition of neuroanatomy concepts and simulating a clinical case. With this project we will assess the usability of LMC as an educative tool, the perception, satisfaction and self-regulated learning of physiotherapy students.

The Impact of COVID-19 Instigated Changes on Loneliness of Teachers and Motivation–Engagement of Students: A Psychological Analysis of Education Sector

“…Educational psychology can be defined as a subgroup of psychology that specifically addresses education (de la Fuente et al, 2021). Educational psychology entails various aspects, such as the effects of COVID-19 on the development at certain stages (physical, socio-moral, motor, cognitive, and linguistic) (Liu et al, 2020), learning (Cachón-Zagalaz et al, 2020), stress caused by changes for students, teachers, and parents (Valadez et al, 2020), changes in educational contexts, and achievement (Martarelli et al, 2021), and rise of technological means (Obrero-Gaitán et al, 2020).…”

Virtual Reality-Based Therapy Improves Fatigue, Impact, and Quality of Life in Patients with Multiple Sclerosis. A Systematic Review with a Meta-Analysis

“…In addition to pharmacological treatments and non-pharmacological interventions such as conventional therapy (CT), exercise, or complementary therapies traditionally used in PwMS, in the last decade, the advance in digital technologies has boosted the use of new tools such as smartphones, websites, wearables, and virtual reality (VR) devices in neurorehabilitation protocols. VR is a novel technology whose therapeutic and rehabilitative effect is being tested for different CNS diseases [18,19], as well as being used in the practical training of healthcare students [20]. Weiss has defined VR as the "use of interactive simulations created with computer hardware and software to present users with opportunities to engage in environments that appear and feel similar to real world objects and events" [21].…”

Student’s and Lecturer’s Perception Related to the Use of Latin Terms in Anatomy during COVID Pandemic: A Pre-Eliminary Study Conducted in a Christian Based Private Medical School

“…Anatomists have therefore been challenged to unbolt technology in attempt to attain best deliverables for their discipline, without the use of traditional teaching aids such as the cadaver, osteological specimens, prosected specimens, models, and microscopic slides and shifted the methods to electronic based [13,14]. At present, the virtual classroom is the only option for the anatomist, thereby omitting vital aspects of the hidden curriculum such as ethical-reasoning, empathy, respect, professionalism, interpersonal, and communication skills [15]. This condition marks the beginning of a paradigm shift in education and research for anatomists worldwide, including delivering lesson about Latin terms.…”