Use of 3-Dimensional Modeling and Augmented/Virtual Reality Applications in Microsurgical Neuroanatomy Training

Aydın, Serdar; Barut, Ozan; Yilmaz, Mehmet Ozgur; Şahin, Balkan; Akyoldaş, Göktuğ; Akgün, Mehmet Yiğit; Baran, Oğuz; Tanrıöver, Necmettin

doi:10.1227/ons.0000000000000524

Cited by 14 publications

(27 citation statements)

References 34 publications

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“…A user‐friendly prototype AR tool for mobile devices was demonstrated, showcasing its utility as a supplemental teaching tool that can greatly benefit spatial learning in the anatomy curriculum 51 . The use of 3‐Dimensional Modeling and Augmented/Virtual Reality Applications improves spatial recognition during neurosurgical procedures by enhancing comprehension of interrelated neuroanatomic structures 52 . Furthermore, a 3D model based on AR as a teaching resource could be preserved and reused 51,53 .…”

Section: Discussionmentioning

confidence: 99%

“…51 The use of 3-Dimensional Modeling and Augmented/Virtual Reality Applications improves spatial recognition during neurosurgical procedures by enhancing comprehension of interrelated neuroanatomic structures. 52 Furthermore, a 3D model based on AR as a teaching resource could be preserved and reused. 51,53 These accurate 3D visualization models can also be demonstrated through other methods, such as 3D printing, and applied to enhance the teaching of clinical practice.…”

Section: Application Of Ar Technology In Anatomy Class For Students: ...mentioning

confidence: 99%

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Application of augmented reality models of canine skull in veterinary anatomical education

Jiang,

Huang

et al. 2024

Anatomical Sciences Ed

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Veterinary anatomy plays a crucial role in the curriculum for veterinary medicine and surgery. The integration of modern information technology in veterinary education can greatly benefit from innovative tools such as augmented reality (AR) applications. The aim of this study was to develop an accurate and interactive three‐dimensional (3D) digital model of an animal skull using AR technology, aiming to enhance the learning of skull anatomy in veterinary anatomy education. In this study, a canine skull specimen was isolated, and the skull bones were scanned using a structured light scanner to create a 3D digital model of the canine skull, which was found to be indistinguishable from the original specimen by measurement of skull proportions. Furthermore, the interactive AR model of the canine skull, displayed using Unity3D, was subjected to testing and evaluation by 60 first‐year veterinary medical students attending the gross anatomy of the animal. The students were divided into two groups: the traditional group and AR group. Both groups completed an objective test and a questionnaire. The evaluation of learning effectiveness in the test revealed no significant difference between the traditional group (which learned using textbooks and a canine skull specimen) and AR group (which learned using AR tools). However, in the questionnaire, students displayed high enthusiasm and interest in using the AR tool. Therefore, the application of AR tools can improve students' motivation for learning and enhance the comprehension of anatomical structures in three dimensions. Furthermore, this study exemplifies the use of AR as an auxiliary tool for teaching and learning in veterinary anatomy education.

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Section: Discussionmentioning

confidence: 99%

Section: Application Of Ar Technology In Anatomy Class For Students: ...mentioning

confidence: 99%

Application of augmented reality models of canine skull in veterinary anatomical education

Jiang,

Huang

et al. 2024

Anatomical Sciences Ed

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“…8,22,23 Most photogrammetry studies propose models of varying precision using techniques that require a dedicated platform and investment. 9,24 Some have already suggested the use of smartphones, 21,24,25 but, to our knowledge, no study to date has proposed a combination of smartphone photogrammetry of real specimens and stereoscopic techniques nor challenged the photogrammetry with a testing phantom. In addition to the quality of the models obtained, the strength of the technique presented here lies in its simplicity and low cost.…”

Section: Discussionmentioning

confidence: 99%

Doing more with less: Realistic stereoscopic three‐dimensional anatomical modeling from smartphone photogrammetry

Morichon,

Dannhoff,

Barantin

et al. 2024

Anatomical Sciences Ed

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Traditional teaching methods struggle to convey three‐dimensional concepts effectively. While 3D virtual models and virtual reality platforms offer a promising approach to teaching anatomy, their cost and specialized equipment pose limitations, especially in disadvantaged areas. A simpler alternative is to use virtual 3D models displayed on regular screens, but they lack immersion, realism, and stereoscopic vision. To address these challenges, we developed an affordable method utilizing smartphone‐based 360° photogrammetry, virtual camera recording, and stereoscopic display (anaglyph or side‐by‐side technique). In this study, we assessed the feasibility of this method by subjecting it to various specimen types: osteological, soft organ, neuroanatomical, regional dissection, and a dedicated 3D‐printed testing phantom. The results demonstrate that the 3D models obtained feature a complete mesh with a high level of detail and a realistic texture. Mesh and texture resolutions were estimated to be approximately 1 and 0.2 mm, respectively. Additionally, stereoscopic animations were both feasible and effective in enhancing depth perception. The simplicity and affordability of this method position it as a technique of choice for creating easily photorealistic anatomical models combined with stereoscopic depth visualization.

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“…Neuroanatomy has always been one of the most challenging subjects to study and teach in the medical curriculum. The reason behind this is the complex microscopic elements and their interactions, as well as the difficulties of presenting these structures without special fixation methods [ 1 , 2 ].…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, the steep improvement of innovative technologies such as virtual reality (VR), augmented reality (AR), and photorealistic surface scanning significantly impacts medical education [ 1 ]. The inflow of evolved interactive tools generates a better study environment, by facilitating teachers’ efforts and maximizing students’ potential at the same time [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

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

Trandzhiev,

Koundouras,

Milev

et al. 2024

Cureus

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Background Neuroanatomy is one of the most complex areas of anatomy to teach to medical students. Traditional study methods such as atlases and textbooks are mandatory but require significant effort to conceptualize the three-dimensional (3D) aspects of the neuroanatomical regions of interest. Objectives To test the feasibility of human anatomy teaching medical students in a virtual reality (VR) immersive environment using photorealistic three-dimensional models (PR3DM) of human anatomy, in a limited anatomical body donation program. Methods We used surface scanning technology (photogrammetry) to create PR3DM of brain dissections. The 3D models were uploaded to VR headsets and used in immersive environment classes to teach second-year medical students. Twenty-eight medical students (mean age 20.11, SD 1.42), among which 19 females (n=28/67.9%) and nine males (n=28/32.1%), participated in the study. The students had either none or minimal experience with the use of VR devices. The duration of the study was three months. After completing the curriculum, a survey was done to examine the results. Results The average rating of the students for their overall experience with the method is 4.57/5 (SD=0.63). The “Possibility to study models from many points of view” and “Good Visualization of the models” were the most agreed upon advantages, with 24 students (n=28, 85.7%), and 95% confidence intervals (CI) [0.6643, 0.9532]. The limited availability of the VR headsets was the major disadvantage as perceived by the students, with 11 students (n=28, 39.3%), 95% CI [0.2213, 0.5927] having voted for the option. The majority of the students (25) (n=28, 89.2%, SD=0.31) agreed with the statement that the use of VR facilitated their neuroanatomy education. Conclusion This study shows the future potential of this model of training in limited cadaver dissection options to provide students with modern technological methods of training. Our first results indicate a prominent level of student satisfaction from VR training with minimum negative reactions to the nature of headsets. The proof of concept for the application of photorealistic models in VR neuroanatomy training combined with the initial results of appreciation among the students predisposes the application of the method on a larger scale, adding a nuance to the traditional anatomy training methods. The low number of headsets used in the study limits the generalization of the results but offers possibilities for future perspectives of research.

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Use of 3-Dimensional Modeling and Augmented/Virtual Reality Applications in Microsurgical Neuroanatomy Training

Cited by 14 publications

References 34 publications

Application of augmented reality models of canine skull in veterinary anatomical education

Application of augmented reality models of canine skull in veterinary anatomical education

Doing more with less: Realistic stereoscopic three‐dimensional anatomical modeling from smartphone photogrammetry

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

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