Anatomical education and surgical simulation based on the Chinese Visible Human: a three-dimensional virtual model of the larynx region

Liu, Kaijun; Fang, Bin-Ji; Wu, Yi; Liu, Ying; Jin, Jun; Tan, Liwen; Zhang, Shaoxiang

doi:10.1007/s12565-013-0186-x

Cited by 33 publications

(25 citation statements)

References 19 publications

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“…Other comparable international efforts were launched following the original Visible Human Project, including the Visible Korean Human (Kim et al, ; Shin et al, 2015; Kwon et al, ), the Chinese Visible Human (Liu et al, ). These projects implemented technical improvements over the U.S. VHP data sets, including finer sectioning (1 mm for the Korean efforts), ‘gapless sectioning’ (the original Visible Male was cut into three longitudinal parts, leaving gaps), and smaller pixel size for the digital images (Korean data supporting imaging of structures as small as 0.2 mm) (Dai et al, ).…”

Section: The Visible Human Project and Internet‐based Human Structuramentioning

confidence: 99%

From chalkboard, slides, and paper to e‐learning: How computing technologies have transformed anatomical sciences education

Trelease

2016

Anatomical Sciences Ed

200

163

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Until the late-twentieth century, primary anatomical sciences education was relatively unenhanced by advanced technology and dependent on the mainstays of printed textbooks, chalkboard- and photographic projection-based classroom lectures, and cadaver dissection laboratories. But over the past three decades, diffusion of innovations in computer technology transformed the practices of anatomical education and research, along with other aspects of work and daily life. Increasing adoption of first-generation personal computers (PCs) in the 1980s paved the way for the first practical educational applications, and visionary anatomists foresaw the usefulness of computers for teaching. While early computers lacked high-resolution graphics capabilities and interactive user interfaces, applications with video discs demonstrated the practicality of programming digital multimedia linking descriptive text with anatomical imaging. Desktop publishing established that computers could be used for producing enhanced lecture notes, and commercial presentation software made it possible to give lectures using anatomical and medical imaging, as well as animations. Concurrently, computer processing supported the deployment of medical imaging modalities, including computed tomography, magnetic resonance imaging, and ultrasound, that were subsequently integrated into anatomy instruction. Following its public birth in the mid-1990s, the World Wide Web became the ubiquitous multimedia networking technology underlying the conduct of contemporary education and research. Digital video, structural simulations, and mobile devices have been more recently applied to education. Progressive implementation of computer-based learning methods interacted with waves of ongoing curricular change, and such technologies have been deemed crucial for continuing medical education reforms, providing new challenges and opportunities for anatomical sciences educators. Anat Sci Educ 9: 583-602. © 2016 American Association of Anatomists.

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Section: The Visible Human Project and Internet‐based Human Structuramentioning

confidence: 99%

From chalkboard, slides, and paper to e‐learning: How computing technologies have transformed anatomical sciences education

Trelease

2016

Anatomical Sciences Ed

200

163

View full text Add to dashboard Cite

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“…The sectioned images provide the surface models with morphological information, and the surface models are the best choice to explain how the 3D structures look in 2D planes (Fig. 6) (Ackerman, 1999;Jastrow & Vollrath, 2003;Heng et al, 2006;Liu et al, 2013). Second, the surface models can be virtually moved from an anatomist's view point.…”

Section: Discussionmentioning

confidence: 99%

Virtual Movement of the Ankle and Subtalar Joints Using Cadaver Surface Models

Shin

Chung

2015

Int. J. Morphol.

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Virtual movement of the ankle and subtalar joints using cadaver surface models. Int. J. Morphol., 33(3):888-894, 2015. SUMMARY:Medical students in the dissection room do not fully understand the ankle joint for dorsiflexion and plantar flexion as well as the subtalar joint for inversion and eversion. Thus, a three-dimensional simulation of the movements would be beneficial as a complementary pedagogic tool. The bones and five muscles (tibialis anterior, tibialis posterior, fibularis longus, fibularis brevis, and fibularis tertius) of the left ankle and foot were outlined in serially sectioned cadaver images from the Visible Korean project. The outlines were verified and revised; and were stacked to build surface models using Mimics software. Dorsiflexion and plantar flexion were simulated using the models on Maya to determine the mediolateral axis. Then, inversion and eversion were done to determine the anteroposterior axis. The topographic relationship of the two axes with the five affecting muscles was examined to demonstrate correctness. The models were placed in a PDF file, with which users were capable of mixed display of structures. The stereoscopic image data, developed in this investigation, clearly explain ankle movement. These graphic contents, accompanied by the sectioned images, are expected to facilitate the development of simulation for the medical students' learning and the orthopedic surgeons' clinical trial.

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“…Virtual reality learning systems are used frequently in both anatomical and surgical education . However, the human cadaver is reportedly a significantly better model for learning surgical anatomy than is a virtual reality system .…”

Section: Discussionmentioning

confidence: 99%

Surgical education using a multi‐viewpoint and multi‐layer three‐dimensional atlas of surgical anatomy (with video)

Nobuoka

Fuji

Yoshida

et al. 2014

J Hepato Biliary Pancreat

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Background Trainee surgeons must have a good understanding of surgical anatomy. Especially in the hepatobiliary‐pancreatic field, beginning surgeons often find it difficult to recognize the three‐dimensional structure of the target organ and its complex anatomical correlation with surrounding organs. Conventional anatomy textbooks are not written with the aim of teaching these three‐dimensional structures and complex correlations. We developed a novel teaching atlas of surgical anatomy using a multi‐viewpoint and multi‐layer three‐dimensional camera system. Methods Layer‐by‐layer dissection of the upper abdominal organs of a cadaver was performed by expert surgeons. A stereoscopic camera system was used to capture a series of anatomical views. The images were remodeled in a multi‐viewpoint and multi‐layer manner. Results Images of each dissection layer could be viewed serially from the appropriate angle, which was tilted up to 90° along the anteroposterior axis. The clinical anatomy specific to the surgical procedure could thus be learned using this atlas system. Conclusions Rotatable three‐dimensional panoramic views of local dissection of the upper abdominal organs of a cadaver were developed for educational purposes. Trainee surgeons could use these anatomical images instead of conventional anatomical atlases to learn how to perform surgical procedures such as pancreaticoduodenectomy and major hepatectomy.

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Anatomical education and surgical simulation based on the Chinese Visible Human: a three-dimensional virtual model of the larynx region

Cited by 33 publications

References 19 publications

From chalkboard, slides, and paper to e‐learning: How computing technologies have transformed anatomical sciences education

From chalkboard, slides, and paper to e‐learning: How computing technologies have transformed anatomical sciences education

Virtual Movement of the Ankle and Subtalar Joints Using Cadaver Surface Models

Surgical education using a multi‐viewpoint and multi‐layer three‐dimensional atlas of surgical anatomy (with video)

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