Neuroanatomy in virtual reality: Development and pedagogical evaluation of photogrammetry‐based 3D brain models

Abstract

Anatomy studies are an essential part of medical training. The study of neuroanatomy in particular presents students with a unique challenge of three‐dimensional spatial understanding. Virtual Reality (VR) has been suggested to address this challenge, yet the majority of previous reports have implemented computer‐generated or imaging‐based models rather than models of real brain specimens. Using photogrammetry of real human bodies and advanced editing software, we developed 3D models of a real human brain at different stages of dissection. Models were placed in a custom‐built virtual laboratory, where students can walk around freely, explore, and manipulate (i.e., lift the models, rotate them for different viewpoints, etc.). Sixty participants were randomly assigned to one of three learning groups: VR, 3D printed models or read‐only, and given 1 h to study the white matter tracts of the cerebrum, followed by theoretical and practical exams and a learning experience questionnaire. We show that following self‐guided learning in virtual reality, students demonstrate a gain in spatial understanding and an increased satisfaction with the learning experience, compared with traditional learning approaches. We conclude that the models and virtual lab described in this work may enhance learning experience and improve learning outcomes.

The Evaluation of Virtual Reality Neuroanatomical Training Utilizing Photorealistic 3D Models in Limited Body Donation Program Settings

“…The objective of the study was to provide an opportunity for each medical student to learn through interaction with various dissection-based neuroanatomy PR3DMs, while at the same time receiving guidance and explanations from anatomists through the study process. In our study, 79% of the student sample voted "Interactivity" and 85% voted "Possibility to study the models from many points of view" as one of the main advantages of the VR method of education, which as other authors outline as well, provides a more intuitive and engaging form of study process involving more than one sense (visual as well as motor system) [11,17].…”

“…Furthermore, they highlighted two aspects that our study showcases as well, namely that a different level of motivation was likely experienced by the VR group, as well as the fact that a learning curve is associated with the employment of the devices in practice [11,17]. Aridan et al conducted a study with a similar methodology to ours and presented the results through a survey, which showed that spatial methods of learning, such as VR, were highly appreciated by the students [17]. One of the advantages of our methodology is the use of the Gravity Sketch platform, which allows us to directly annotate structures of interest on the models without the need to employ images of the models with the abbreviated structures for indication.…”

“…The authors proposed that future studies should include a longer follow-up of the work with the VR devices and the cost-benefit of the method should be taken into account [11]. Furthermore, they highlighted two aspects that our study showcases as well, namely that a different level of motivation was likely experienced by the VR group, as well as the fact that a learning curve is associated with the employment of the devices in practice [11,17]. Aridan et al conducted a study with a similar methodology to ours and presented the results through a survey, which showed that spatial methods of learning, such as VR, were highly appreciated by the students [17].…”

“…As far as we are aware, this is the first instance of the platform being used for this purpose. The use of the application through the Oculus Quest 2 headset offered a wireless experience with various tools for the manipulation of the models, allowing the user to enlarge the models of interest and look at them from different points of view [17,19].…”