Use of a virtual 3D anterolateral thigh model in medical education: Augmentation and not replacement of traditional teaching?

Lo, Steven; Abaker, Abdul Shakor Sandel; Quondamatteo, Fabio; Clancy, Jennifer A.; Rea, Paul; Marriott, Michael; Chapman, Paul

doi:10.1016/j.bjps.2019.09.034

Cited by 32 publications

(45 citation statements)

References 8 publications

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“…Novel interventions usually spark participants' curiosity and lead to better results [4], and all participants in the VR group were highly enthusiastic to promote the use of this skull VLR in anatomy education. Similarly, previous studies comparing the 3D VR model with traditional 2D materials also reported that VR was considered a more enjoyable and useful educational tool [8,11,23].…”

Section: Discussionmentioning

confidence: 73%

“…3D VLRs, which provide rapid and feedback-based modi cations, offer an opportunity for repetitive practice [23]. Another advantage of VLRs is that students are able to observe and receive instant visual feedback based on prede ned practical tasks [28].…”

Section: Discussionmentioning

confidence: 99%

“…It has been suggested that self-learning in private places is a feasible way to implement VR simulation learning without constraints of the place or time provided for learning [30]. In addition, 3D models are likely to enhance rather than replace lecture-based teaching by experts [23]. Individuals can rst practice with VR simulation rather than with cadavers so that they can repeat the procedures and acquire basic skills before using expensive laboratory facilities [30].…”

Section: Discussionmentioning

confidence: 99%

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Can virtual reality improve traditional anatomy education programmes? A mixed-methods study on the use of a 3D skull model

Chen

Zhu

Cheng

et al. 2020

Preprint

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Background: Realistic, portable, and scalable lectures, cadaveric models, 2D atlases and computer simulations are being combined more frequently for teaching anatomy, resulting in major increases in user satisfaction. However, while digital simulations may be more portable, interesting, or motivating than traditional teaching tools, whether they are superior in terms of student learning remain unclear. This paper presents a study in which the educational effectiveness of a virtual reality (VR) skull model is compared with that of cadaveric skulls and atlases. The purpose of this study was to compare the results of teaching with VR to those of teaching with traditional teaching methods by administering objective questionnaires and perception surveys. Methods: A mixed-methods study with 73 medical students was carried out with three different groups: the VR skull (N=25), cadaveric skull (N=25) and atlas (N=23) groups. Anatomical structures were taught through an introductory lecture and model-based learning. All students completed the pre- and post-intervention tests, which were composed of a theory test and an identification test. Results: The participants in all three groups had significantly higher total scores on the post-intervention test than on the pre-intervention test; the post-interview test score in the VR group was not statistically significantly higher than those of the other groups (VR: 30 [22-33.5], cadaver: 26 [20-31.5], atlas: 28[20-33]; p=0.571). The participants in the VR and cadaver groups provided more positive feedback on their learning models than the atlas group (VR: 26 [19-30], cadaver: 25 [19.5-29.5], atlas: 12 [9-20]; p<0.0001).Conclusions: The skull VLR was equally efficient with cadaver skull and atlas in teaching anatomy structures. Such a model can aid individuals in understanding complex anatomical structures with a higher level of motivation and tolerable adverse effects.

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Section: Discussionmentioning

confidence: 73%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Can virtual reality improve traditional anatomy education programmes? A mixed-methods study on the use of a 3D skull model

Chen

Zhu

Cheng

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…3D VLRs, which provide rapid and feedback-based modi cations, offer an opportunity for repetitive practice [23]. Another advantage of VLRs is that students can observe and receive instant visual feedback based on prede ned practical tasks [31].…”

Section: Discussionmentioning

confidence: 99%

“…It has been suggested that self-learning in private places is a feasible way to implement VR simulation learning without constraints of the place or time provided for learning [33]. In addition, 3D models are likely to enhance rather than replace lecture-based teaching by experts [23]. Individuals can rst practice with a VR simulation rather than with cadavers so that they can repeat the procedures and acquire basic skills before using expensive laboratory facilities [33].…”

Section: Discussionmentioning

confidence: 99%

Can virtual reality improve traditional anatomy educational programmes?A mixed-methods study on the use of a 3D skull model

Chen

Zhu

Cheng

et al. 2020

Preprint

View full text Add to dashboard Cite

Background: Realistic, portable, and scalable lectures, cadaveric models, 2D atlases and computer simulations are being combined more frequently for teaching anatomy, which result in major increases in user satisfaction. However, although digital simulations may be more portable, interesting, or motivating than traditional teaching tools, whether they are superior in terms of student learning remain unclear. This paper presents a study in which the educational effectiveness of a virtual reality (VR) skull model is compared with that of cadaveric skulls and atlases. The aim of this study was to compare the results of teaching with VR to results of teaching with traditional teaching methods by administering objective questionnaires and perception surveys. Methods: A mixed-methods study with 73 medical students was conducted with three different groups, namely, the VR group (N=25), cadaver group (N=25) and atlas group (N=23). Anatomical structures were taught through an introductory lecture and model-based learning. All students completed the pre- and post-intervention tests, which comprised a theory test and an identification test. The theory test consisted of 18 multiple-choice questions, and the identification test consisted of 25 fill-in-the-blank questions. Results: The participants in all three groups had significantly higher total scores on the post-intervention test than on the pre-intervention test; the post-intervention test score in the VR group was not statistically significantly higher than the post-intervention test score of the other groups (VR: 30 [IQR: 22-33.5], cadaver: 26 [IQR: 20-31.5], atlas: 28[IQR: 20-33]; p>0.05). The participants in the VR and cadaver groups provided more positive feedback on their learning models than the atlas group (VR: 26 [IQR: 19-30], cadaver: 25 [IQR: 19.5-29.5], atlas: 12 [IQR: 9-20]; p<0.001). Conclusions: The skull virtual learning resource (VLR) was equally efficient as the cadaver skull and atlas in teaching anatomy structures. Such a model can aid individuals in understanding complex anatomical structures with a higher level of motivation and tolerable adverse effects.

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A review of the ethical considerations for the use of 3D printed materials in medical and allied health education and a proposed collective path forward

Deane,

Byers

2024

Anatomical Sciences Ed

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Abstract3D scanning and printing technologies are quickly evolving and offer great potential for use in gross anatomical education. The use of human body donors to create digital scans and 3D printed models raises ethical concerns about donor informed consent, potential commodification, and access to and storage of potentially identifiable anatomical reproductions. This paper reviews available literature describing ethical implications for the application of these emerging technologies, existing published best practices for managing and sharing 2D imaging, and current adherence to these best practices by academic body donation programs. We conclude that informed consent is paramount for all uses of human donor and human donor‐derived materials and that currently there is considerable diversity in adherence to established best practices for the management and sharing of 3D digital content derived from human donors. We propose a new and simplified framework for categorizing donor‐derived teaching materials and the corresponding level of consent required for digital sharing. This framework proposes an equivalent minimum level of specific consent for human donor and human donor‐derived materials relative to generalized, nonidentical teaching materials (i.e., artificial plastic models). Likewise, we propose that the collective path forward should involve the creation of a centralized, secure repository for digital human donor 3D content as a mechanism for accumulating, regulating, and controlling the distribution of properly consented human donor‐derived 3D digital content that will also increase the availability of ethically created human‐derived teaching materials while discouraging commodification.

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Use of a virtual 3D anterolateral thigh model in medical education: Augmentation and not replacement of traditional teaching?

Cited by 32 publications

References 8 publications

Can virtual reality improve traditional anatomy education programmes? A mixed-methods study on the use of a 3D skull model

Can virtual reality improve traditional anatomy education programmes? A mixed-methods study on the use of a 3D skull model

Can virtual reality improve traditional anatomy educational programmes?A mixed-methods study on the use of a 3D skull model

A review of the ethical considerations for the use of 3D printed materials in medical and allied health education and a proposed collective path forward

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