Evaluating phone camera and cloud service-based 3D imaging and printing of human bones for anatomical education

Abstract

ObjectiveTo evaluate the feasibility of a phone camera and cloud service-based workflow to image bone specimens and print their three-dimensional (3D) models for anatomical education.DesignThe images of four typical human bone specimens, photographed by a phone camera, were aligned and converted into digital images for incorporation into a digital model through the Get3D website and submitted to an online 3D printing platform to obtain the 3D printed models. The fidelity of the 3D digital, printed models relative to the original specimens, was evaluated through anatomical annotations and 3D scanning.SettingThe Morphologic Science Experimental Center, Central South University, China.ParticipantsSpecimens of four typical bones—the femur, rib, cervical vertebra and skull—were used to evaluate the feasibility of the workflow.Outcome measuresThe gross fidelity of anatomical features within the digital models and 3D printed models was evaluated first using anatomical annotations in reference to Netter’s Atlas of Human Anatomy. The measurements of the deviation were quantised and visualised for analysis in Geomagic Control 2015.ResultsAll the specimens were reconstructed in 3D and printed using this workflow. The overall morphology of the digital and 3D printed models displayed a large extent of similarity to the corresponding specimens from a gross anatomical perspective. A high degree of similarity was also noticed in the quantitative analysis, with distance deviations ≤2 mm present among 99% of the random sampling points that were tested.ConclusionThe photogrammetric digitisation workflow adapted in the present study demonstrates fairly high precision with relatively low cost and fewer equipment requirements. This workflow is expected to be used in morphological/anatomical science education, particularly in institutions and schools with limited funds or in certain field research projects involving the fast acquisition of 3D digital data on human/animal bone specimens or on other remains.

Most Integrated Virtual Images of the Bones in the Teaching of Human Anatomy: Are There Any Differences Between Online and on-Site Tutor?

“…According to the complexity of several skull bones, increased and accelerated adoption of current images and rapid creation of new materials are now required. We should underline that the number and appearance of annotated anatomical structures must be identified and assessed on the created materials relative to the real specimens by experienced anatomy tutors (Li et al, 2020). This model can aid students in understanding complex anatomical structures better (Chen et al, 2020).…”

Application of 3D modeling and fusion technology of medical image data in image teaching

“…In the teaching process, combined with the 3D model, we can organize the edge display on the 2D image or overlay the 2D image on the 3D model, in order to make students understand the learning objectives of images. 3D visualization technology provides a new way to solve this problem [ 5 – 8 ]. The 3D visualization analysis software could be used to establish 3D images of various organs, such as brain, lung, liver, and spine.…”

Three‐Dimensional Virtual Pathology Specimens: Decrease in Student Performance upon Switching to Digital Models

“…This was correlated with the increased demand to adjust the curriculum, teaching methods, and base materials according to the needs of the current and future generations of medical students. Anatomical sciences have employed different approaches to accommodate these needs, including the use of multimedia materials (Gardner and McKee, 2019), virtual autopsies (Thali et al, 2007; Badam et al, 2017), augmented reality (Hanna et al, 2018), and 3D printing (McMenamin et al, 2014; Mahmoud and Bennett, 2015; Li et al, 2020). Whether the teaching of pathology was ready to take the next step and change the tradition with modern high‐tech methods, remains a question to be answered.…”

“…Based on these virtual models, 3D printed specimens can be created (Adams et al, 2015; Mahmoud and Bennett, 2015, Lim et al, 2016). While many studies explored the methods in use for creating such models (Pongpaibul et al, 2017; Tanner et al, 2020; Li et al, 2020), only a few addressed learning outcomes when these novel teaching materials were employed (Muller‐Stitch et al, 2013; Preece et al, 2013; Allen et al, 2016; Pongpaibul et al, 2017; Mitrousisas et al, 2018; Wainman et al, 2018; Birbara et al, 2020).…”