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

McBain, Kimberly; Liang, Chen; Lee, Angela; O’Brien, Jeremy; Ventura, Nicole M.; Noël, Geoffroy

doi:10.1002/ase.2157

Cited by 9 publications

(10 citation statements)

References 48 publications

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“…Virtual electives, e-learning, simulation, and other online instruction have been developed before the COVID19 pandemic (Kukolja-Taradi, Dogas, Dabic, & Drenjancevic Peric, 2008; Wu et al, 2021). Advances in technology have introduced innovative modalities such as augmented reality and virtual reality (Guze, 2015) (Dhar, Rocks, Samarasinghe, Stephenson, & Smith, 2021;McBain et al, 2021). While these modalities mimic real-life circumstances, patient interaction is still a necessary component.…”

Section: Discussionmentioning

confidence: 99%

Pediatric patient and guardian perceptions of medical student virtual attendance during in-person clinic visits

Moody

Reed

Braunreiter

2023

Preprint

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Objectives: To gather patient, guardian, and provider perceptions of medical student virtually attending in-person patient visits. Design: A 2-week study whereby a medical student virtually attended in-person patient visits in the pediatric hematology oncology outpatient clinic. Surveys were distributed to patients and/or guardians, and providers regarding perceptions of virtual student attendance and the impact on their in-person visits. Results: 92% of patients and/or guardians approached to participate consented and completed their visit with a student attending virtually. 100% of patients and/or guardians would permit students to attend virtually during future visits. 100% of providers did not feel distracted by the student attending virtually. 81% would permit students to attend virtually if this was a recurring elective. Conclusions: Pediatric hematology oncology patients and guardians were willing to trial this innovative learning strategy. Faculty buy-in and a seamless workflow should be planned carefully to maximize learning while minimizing disruption to patient care. Clear expectations and telemedicine training should be provided to students. Future elective design can include this type of virtual distance-learning with the goal of expanding learner opportunities.

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Section: Discussionmentioning

confidence: 99%

Pediatric patient and guardian perceptions of medical student virtual attendance during in-person clinic visits

Moody

Reed

Braunreiter

2023

Preprint

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“…The application of AR and VR using 3D visualization pedagogical tutorials have expanded with the rapid evolution of digital technology in the last decade and show promise in advancing knowledge within nursing programs 10. Interactive visualization tutorials that are created in 3D AR or VR are more effective in cognitive learning outcomes, improving psychomotor skills, and gaining a higher motivation in learners than a script-based approach in education 8,9,12,14,15,19-21. Studies consistently show that integrating AR and VR into health care education improves students’ understanding of, and their spatial orientation of, anatomical relationships 14,15,20,21.…”

Section: Problemmentioning

confidence: 99%

“…14,15,20,21 Students also have significantly higher grades when anatomically correct AR body images are incorporated into classroom learning. 15 It also increases students' attentional span, encourages students to ask questions, and facilitates discussions through the interaction with learning models. 7 The use of a 3D AR and VR learning tools can support the overriding purpose of APRN education, which is to prepare individuals to meet the health care needs of the public by preparing providers that deliver excellent health care.…”

Section: Problemmentioning

confidence: 99%

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Development of an Interactive 3D Visualization Tutorial for Pathophysiology in Graduate Nursing Education

Rogers,

Reyes,

Yang

2023

Nurse Educator

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Background: A recent revision to the Nurse Practitioner Role Core Competencies will lead to robust changes in graduate education. Incorporating innovative technology into the core courses of advanced practice nursing will prepare practice-ready providers with a high level of competence leading to successful health outcomes, improved patient satisfaction, and decreased health care costs. Problem: Graduate education lacks effective, innovative, and interactive visualization tools to study pathophysiology. There is a lack of evidence for the use of 3-dimensional (3D) augmented reality (AR) and virtual reality in advanced practice core courses. Approach: A collaborative iterative approach was used to design, develop, analyze, update, and reiterate a 3D AR tutorial for advanced pathophysiology. Outcomes: Students had a positive experience and perceive 3D AR as a learning tool that can increase examination scores. The visualization connected the pathophysiologic process of a disease to the pathogenesis, clinical manifestations, and associated treatments. Conclusions: 3D AR tutorials are an effective solution to facilitate learning difficult concepts in pathophysiology by incorporating multiple learning techniques: visual, aural, verbal, kinesthetic, and logical.

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“…Virtual Reality (VR) and Augmented Reality (AR) have achieved good results in medical education, which can bring students an immersive feeling and a desire to learn actively [ 5 , 6 ]. Especially in recent years when AR is integrated into anatomy education, it has been proved that AR improves students' understanding of anatomy relationship, spatial positioning, visual spatial ability, cognitive load, task time and academic performance [ 7 , 8 ]. Unfortunately, they also have inevitable shortcomings.…”

Section: Introductionmentioning

confidence: 99%

A mixed-reality stimulator for lumbar puncture training: a pilot study

et al. 2023

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Background The simulation is one of the basic methods of medical education, which is often used for procedural skills training. However, the existing simulator lacks internal anatomical landmarks. The study developed a mixed-reality stimulator and evaluated its usability and feasibility in lumbar puncture training. Methods The study recruited 40 subjects, including medical students, residents and faulty with varied levels of experience. Before training, participants completed the questionnaire about the basic information and watched a presentation about mixed reality. After practicing on mixed-reality stimulator, which provided internal anatomical structure, the examination was carried out and the results were documented. At the end of the training, trainees completed a survey of MR technology. Results In this study, participants generally believed that the MR technology was very realistic (90%), and that the presentation of internal anatomy could help the operation (95%). Moreover, 72.5% and 75%, respectively, strongly agreed that the MR technology promoted learning and should be used in medical training. After this training, the success rate of puncture and the puncture time were significantly improved in experienced and non-experienced participants. Conclusion The existing simulator was easy to be transformed into MR simulator. This study showed the usability and feasibility of MR simulator in lumbar puncture training. As a potentially good tool to simulated medical skills training, next, MR technology would be developed and evaluated in more clinical skills teaching scenarios.

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

Cited by 9 publications

References 48 publications

Pediatric patient and guardian perceptions of medical student virtual attendance during in-person clinic visits

Pediatric patient and guardian perceptions of medical student virtual attendance during in-person clinic visits

Development of an Interactive 3D Visualization Tutorial for Pathophysiology in Graduate Nursing Education

A mixed-reality stimulator for lumbar puncture training: a pilot study

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