Web‐based interactive 3D visualization as a tool for improved anatomy learning

Abstract

Despite a long tradition, conventional anatomy education based on dissection is declining. This study tested a new virtual reality (VR) technique for anatomy learning based on virtual contrast injection. The aim was to assess whether students value this new three-dimensional (3D) visualization method as a learning tool and what value they gain from its use in reaching their anatomical learning objectives. Several 3D vascular VR models were created using an interactive segmentation tool based on the "virtual contrast injection" method. This method allows users, with relative ease, to convert computer tomography or magnetic resonance images into vivid 3D VR movies using the OsiriX software equipped with the CMIV CTA plug-in. Once created using the segmentation tool, the image series were exported in Quick Time Virtual Reality (QTVR) format and integrated within a web framework of the Educational Virtual Anatomy (EVA) program. A total of nine QTVR movies were produced encompassing most of the major arteries of the body. These movies were supplemented with associated information, color keys, and notes. The results indicate that, in general, students' attitudes towards the EVA-program were positive when compared with anatomy textbooks, but results were not the same with dissections. Additionally, knowledge tests suggest a potentially beneficial effect on learning.

The anatomy of anatomy: A review for its modernization

“…Multimodal methods to teach anatomy and basic principles of surgery have gradually become the most popular options among all medical institutions, including those in the UK as recognized by the General Medical Council (GMC, 2006). Although, dissection still seems to be the favorite method of teaching as well as providing optimal examples of pathology by both students and teachers alike (Pabst, 2002;Holla et al, 2009;Petersson et al, 2009;Bö ckers et al, 2010).…”

“…Also, randomization of cerebral and vascular anatomy slices within the software can create versatile tests for practice and self-assessments for student users. Vascular anatomy can also be better visualized using virtual contrast injection to convert MRI and CT imaging into 3D virtual reality movie sequences (Petersson et al, 2009). Otherwise, study tools, revision sessions, and examinations can be completed at individual pace, and progression can be measured objectively between time intervals using interactive online e-learning modules (O'Byrne et al, 2008;Choudhury et al, 2009).…”

A meta‐analysis of anatomy laboratory pedagogies

“…(Predavec, 2001) b 35 of 168 (21%) Would a real dissection (as opposed to E-Rat) be a better educational experience? (Leung et al, 2006) 90 of 94 (96%) Cadaver dissection: Very helpful, helpful, neutral, unhelpful, very unhelpful (Petersson et al, 2009) (Fruhstorfer et al, 2011) 82 of 124 (66%) I would have preferred to have dissection experience in addition to plastinated prosections. (Zurada et al, 2011) a 444 of 705 (63%) Preferences towards using cadavers and radiological images for the purpose of understanding topography and spatial relationships of various structures.…”

Are Multimedia Resources Effective in Life Science Education? A Meta-Analysis

“…Four papers had no comparison or control group and did not measure a learning gain (Adamczyk, 2009;Blake, 2003;Dantas, 2008;McAteer, 1996); three evaluated an inappropriate student population (Dunsworth, 2007;McLean, 2005;Corton, 2006); eight had incomplete and/or irretrievable data (Fawver, 1990;Garg, 2002;Stith, 2004;McFarlin, 2008;Kohlmeier, 2003;Goldberg, 2000;Petersson, 2009 andGuy, 1992). Three other papers were also excluded on the basis of being a single-cohort study with no comparison to either a control group or as part of a before-and-after design (Dewhurst, 2000;McNulty, 2000;McNulty, 2004).…”