Cadaver vs. Microsoft HoloLens: A Comparison of Educational Outcomes of a Breast Anatomy Module

Abstract

PURPOSEMicrosoft HoloLens (HL) mixed reality technology offers students a novel modality to visualize clinically important anatomical structures, such as the breast, which are uniquely challenging to discern with the naked eye in traditional cadaveric dissection. In this study, we developed a 3‐D anatomical model of the breast and integrated it into a dynamic, educational module on the HoloLens. Here, we report the educational outcomes and overall impressions of medical students learning breast anatomy through our module, as compared with traditional dissections.METHODSA mixed reality breast anatomy module was created using AutoDesk 3DSMax and integrated into the HoloLens device. 38 first‐year medical students were then recruited and divided into two groups: one participated in the HL module prior to dissecting the cadaveric breast, and the second dissected the cadaveric breast prior to the HL module. Before and after each teaching modality, participants answered seven comprehension‐based breast anatomy questions and a survey about their experience.RESULTSOur results show that scores on the comprehension‐based questions significantly improved more after the HL module than after the dissection (p=0.0209). Additionally, students appear to react more positively to the HL module than the dissection, regardless of which they were presented with first (p = 0.0008).CONCLUSIONSThe present study demonstrates that students show better comprehension outcomes of breast structures using the HL. This is likely due to the ability to visualize structures that cannot be seen in the cadaver. Additionally, students appear to react more positively about learning breast anatomy through the HL module than through cadaveric dissection. Our results will be important in informing a future technology‐driven medical education, especially in using mixed reality to supplement what a traditional cadaveric dissection may lack.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Evaluating the integration of body donor imaging into anatomical dissection using augmented reality

“…Previously published works utilizing HMD AR in anatomy education suggest that the ability to super‐impose virtual imaging onto real‐world surroundings improves spatial orientation and visualization of anatomical structures (Rochlen et al, 2017; Sugimoto, 2018; Yong et al, 2018). In fact, it has been suggested that one of the advantages of HMDs is the ability to visualize anatomical spatial relationships which are difficult to see directly on the body donor themselves (Sugimoto, 2018; Yong et al, 2018). This was highlighted by the students in the HoloLens dissection groups in this investigation.…”

“…The overlay of the anatomical imaging itself in an AR environment involves the use of an appropriate display modality, one of those being head‐mounted displays (HMD). The benefit to using a HMD AR modality is the ability to enhance the spatial awareness of the user by allowing them to orient and move freely in space (Rochlen et al, 2017; Sugimoto, 2018; Yong et al, 2018). In comparison, other AR display modalities such as projections, or instrument and screen simulators, require more equipment in order to create the AR environment (Platts et al, 2011; Li et al, 2016; Ma et al, 2016; Manrique‐Juan et al, 2017; Kugelmann et al, 2018), which may impose more restrictions of movement in space.…”

“…In comparison, other AR display modalities such as projections, or instrument and screen simulators, require more equipment in order to create the AR environment (Platts et al, 2011; Li et al, 2016; Ma et al, 2016; Manrique‐Juan et al, 2017; Kugelmann et al, 2018), which may impose more restrictions of movement in space. The feedback from students regarding the use of HMDs in anatomical education has been positive (Adegboye et al, 2017; Dai et al, 2017; Rochlen et al, 2017), with students even suggesting that HMDs are advantageous over traditional educational modalities (Rochlen et al, 2017; Yong et al, 2018). The educational applications of these HMDs to effectively integrate radiology and anatomy within medical anatomical curricula have yet to be explored.…”

Does Immersive Virtual Reality with the Use of 3D Holography Improve Learning the Anatomy of the Heart?: Results of a Preliminary Study

“…Attractiveness for medical students, as well as no need for cadavers, appears to be the main benefit of such a teaching method. However, at the moment, virtual immersive reality as an educational tool is at its experimental stage and the benefits associated with the use of 3D holography for teaching anatomy remain unclear [8][9][10][11], even if preliminary reports are encouraging [9,[12][13][14][15][16]. Our digital project was aimed at the evaluation of the educational value of an immersive virtual reality with the use of 3D holography of the human heart.…”

Investigate the Piano Learning Rate with Haptic Actuators in Mixed Reality

“…In the past, researchers explored different haptic hardware to simulate touch in MR environments [3,10,19,20]. At the same time, researchers studied the use of MR for learning in other areas, for example, with medical students [18,22], learning to play guitar visually [21], or learning to play piano [1,5,23]. The previous research on learning piano with MR uses overlays over physical pianos to show which key to play next.…”