Development of a Virtual Three‐Dimensional Assessment Scenario for Anatomical Education

Abstract

In anatomical education three‐dimensional (3D) visualization technology allows for active and stereoscopic exploration of anatomy and can easily be adopted into medical curricula along with traditional 3D teaching methods. However, most often knowledge is still assessed with two‐dimensional (2D) paper‐and‐pencil tests. To address the growing misalignment between learning and assessment, this viewpoint commentary highlights the development of a virtual 3D assessment scenario and perspectives from students and teachers on the use of this assessment tool: a 10‐minute session of anatomical knowledge assessment with real‐time interaction between assessor and examinee, both wearing a HoloLens and sharing the same stereoscopic 3D augmented reality model. Additionally, recommendations for future directions, including implementation, validation, logistic challenges, and cost‐effectiveness, are provided. Continued collaboration between developers, researchers, teachers, and students is critical to advancing these processes.

Digital Feast and Physical Famine: The Altered Ecosystem of Anatomy Education due to the Covid‐19 Pandemic

“…In addition, as anatomy education evolves, assessments should evolve in a parallel manner (Langlois et al, 2017; Evans, 2021). That could involve digital cadaver integration into assessment tools (Bogomolova et al, 2021). These types of advances will assist educators to purposefully integrate digital cadavers into the curriculum.…”

“…The affordances and constraints of individual species within this complex ecosystem do not entirely determine their future. Based on the sustainability that the digital cadaver has demonstrated during the pandemic, it makes sense to speculate whether or not this technology could help address other challenges within the anatomy laboratory ecosystem or even facilitate desired change (Bogomolova et al, 2021; Das and Mushaiqri, 2021; Evans and Pawlina, 2021; Evans, 2021).…”

The Role of Virtual Reality as a Psychological Intervention for Mental Health Disturbances during the COVID-19 Pandemic: A Narrative Review

“…Researchers also revealed the findings of a virtual 3D anatomy assessment and viewpoints for educational purposes, which is a notion that is quite similar to VR software development for mental health intervention [ 49 ]. We are considering making VR software using the design-based research (DBR) technique, which includes steps including the design, implementation, and evaluation of a virtual 3D assessment scenario.…”

Three-Dimensional Printing in Spinal Surgery: Current Uses

“…12 Although the former has shown potential in decreasing the learning curve and improving visuospatial aptitude among neurosurgeons, high costs, limited availability, and need for additional training pose significant drawbacks to its incorporation into surgical education. 13,14 In contrast, 3D printing represents a low-cost alternative that is more readily available. 15 A shift toward lower prices and shorter production times has been reported in literature; 2 studies demonstrated an approximate cost of $10 for materials required to generate a 3D spine model.…”