IntroductionRecognition of anatomical variations is critical for proper diagnosis and management. Although the literature provides detailed descriptions and images, structures and mechanisms are still often difficult to conceptualize. Augmented reality (AR) is a novel visualization tool that could enable effective understanding of variations. Here we use AR to present aberrant right subclavian arteries (ARSA), and assess its usefulness within the context of anatomy education within the medical school curriculum.MethodsTwo ARSA's were identified during routine dissections and quantitative characterization was performed. A plastinated heart was created and subjected to photogrammetry. Utilizing quantitative features of dissected specimens, ARSA was modeled and viewed within 3D space. An animation of its embryological mechanism was also created. The goal of this study was to assess the usefulness of this animation and AR for learning ARSA. First year medical students (N=125) participated in the online activity (including pre‐ and post‐tests) utilizing text, images and a 3D SketchFab (www.sketchfab.com) model to learn ARSA, and either text or narrated animation for its embryological mechanism. Students then completed a quiz and perception survey based on traditional resources alone or after visualization of the ARSA hologram as well. Comparisons were analyzed using paired sample t‐tests with p <.05 as the level of statistical significance.ResultsGroups performed similarly on the typical structures quiz (86.67% and 85.13%) and ARSA pre‐test (51.67% and 52.92%). Post‐test scores improved overall, and although the group with animation scored better, difference was not statistically significant (82.2%, compared to 76.7% (text), (NS)). Students found the SketchFab model to be helpful for learning ARSA, rating it as 4.4/5 (1: Not helpful; 5: Very helpful). For the embryological mechanism, 90% found the narrated animation more helpful than text. Regarding AR, both groups scored similarly, 76.3% (no AR) and 83.2% (with AR) (NS). Students viewed AR favorably, rating its helpfulness as 4.3/5 and ranked resources for learning ARSA from most to least helpful as follows (most common): 1) AR tool, 2) QuickTime, 3) SketchFab model, 4) Text, (p<0.01).ConclusionAugmented reality, alongside traditional resources, is a promising tool that could facilitate better understanding and retention of anatomical variations. In the classroom, AR could also be used for teaching complex anatomy concepts. In clinical practice it may be useful for patient education and could also serve as a more time‐efficient and cost‐effective way to plan complex surgical cases compared to current 3D printing of models. Work is being directed at developing 3D AR models from actual medical scans (of ARSA and complex pediatric surgical cases) and at developing tools to further assess usefulness of AR.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Anatomical analysis of conjoined twins provides important information concerning embryological development. Museum specimens provide a unique sample that can be analyzed non‐intrusively using advanced biomedical imaging and displayed online which is currently important due to limited in‐person learning opportunities as a result of the COVID‐19 pandemic. The purpose of this study is to create an extended reality (XR) workflow for visualization of dicephalic parapagus full‐term conjoined twins obtained by Dr. Jacob Henle sometime between 1844‐1852 for use in anatomy education. The workflow comprised image capture, segmentation, and visualization. The cadaver twins were curated at the University of Heidelberg and were subjected to CT and MR imaging. Relevant bones and soft tissues were manually segmented to create XR models, post‐processed for visualization using Unity‐based systems. A learning module was created and posted to Rad3d.com for presentation to students including visualization on Z‐space computers (zspace.com) and sketchfab.com online. Osteology analysis showed commonality in the upper limb and shared ribs. Two vertebral columns were identified, and a single pelvic girdle was present with a single set of lower limbs. Duplicated supradiaphragmatic structures included two hearts (one with situs inversus) and four lungs, but single subdiaphragmatic visceral organs were observed. In particular, the gut was continuous on the right, but terminated at the distal esophagus on the left. One large liver occupied the abdomen with one large spleen located on the left. These observations suggest zygote fission was blocked near the yolk sac during midgut formation, but with secondary fusion of midline upper extremities and ribs. A radiology report was developed and presented to medical students as an embryology clinical correlation. This application indicates that university based museum specimens are useful as supplemental instructional subjects and, in this case, almost 170 years after arriving in the Department of Anatomy at the University of Heidelberg.
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