3D Modeling of branching vessels from anatomical sketches: towards a new interactive teaching of anatomy

Palombi, Olivier; Pihuit, Adeline; Cani, Marie Paule

doi:10.1007/s00276-011-0827-5

Cited by 9 publications

(4 citation statements)

References 4 publications

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“…The "sketch-based modelling" approach consists of interpreting as 3D information diagrams or drawings made in two dimensions. Several specific cases have been approached in this way, for example the spatial interpretation of blood vessel schematics (Palombi et al 2011), notably by postulating that ellipses can be interpreted as sections of vessels. Currently, at Ecole Polytechnique, I am working with Marie-Paule Cani's team on a broader spatial interpretation, from strokes on paper to their display on an autostereoscopic screen.…”

Section: Redefining the Epistemological Role Of Drawing: A Work In Pr...mentioning

confidence: 99%

Egocentric Dynamic Planar Organization of the Angular Movements of the Arm During a Violinist’s Performance of a Mozart Symphony

Chéron

Petieau

Cebolla

et al. 2021

Lecture Notes in Morphogenesis

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of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Section: Redefining the Epistemological Role Of Drawing: A Work In Pr...mentioning

confidence: 99%

Egocentric Dynamic Planar Organization of the Angular Movements of the Arm During a Violinist’s Performance of a Mozart Symphony

Chéron

Petieau

Cebolla

et al. 2021

Lecture Notes in Morphogenesis

View full text Add to dashboard Cite

show abstract

“…To lessen the limitations associated with the traditional anatomy courses, many medical schools in North America and Europe are using a virtual anatomy system (VAS) in the human anatomy curriculum to some extent [9][10][11][12].…”

Section: Introductionmentioning

confidence: 99%

“…This VAS is a computer-driven approach to anatomical laboratory experiences that avoid those associated with cadaveric dissection [9]. This approach can stimulate study interest and improve the study initiative of students because of it has high quality 3D images, a comfortable environment, and easy operation without having to directly face a cadaver and inhale formalin vapors [10,12,14].…”

Section: Introductionmentioning

confidence: 99%

A New Human Anatomy Teaching Mode Combining Virtual Anatomy System and Dissection to Promote Active Learning and Improve Learning Efficiency.

Chen¹,

Fang²,

Tan³

et al. 2020

Preprint

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Background: Education of human anatomy has always experienced many difficulties, including the lack of anatomical specimens and limitations imposed by anatomical dissection techniques that damage and change the shape and position of the anatomical structures. Methods: A digital virtual anatomy system may be the solution to these difficulties. Based on high-resolution sectional anatomical images from the Chinese Visible Human dataset, a virtual anatomy system was created. In total, 170 undergraduate students from the Third Military Medical University were divided into two groups, namely the combining virtual anatomy (CVA) group and the traditional anatomy (TA) group. The CVA group was taught using both the virtual anatomy system and the traditional anatomy course, while the TA group was taught using only the traditional course. After completing the course, the teaching outcomes were assessed by written and practical examinations, and the satisfaction levels of the students and teachers were also assessed with questionnaires.Results: The examination scores and questionnaires showed that the CVA anatomy course provided a comfortable studying environment for medical students and greatly improved their self-learning ability, active thinking ability, 3D spatial thinking ability and interest in learning. Conclusions: The teaching mode adding the virtual anatomy course with the traditional anatomy course is a new and effective way to advance the teaching of human anatomy, which is better than traditional dissection.

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“…Learning through drawing has also been investigated in terms of educational neuroscience and cognitive processing (Chamberlain et al, 2014;Guérin, Ska, & Belleville, 1999) and has certain theoretical underpinnings (Petherbridge, 2010). The human body exists in three-dimensions, and so unlike drawing, which produces 2D outputs, modelling techniques can be valuable for creating 3D representations of anatomical structures (Bareither et al, 2013;Cavalcanti de & Martins, 2013;DeHoff, Clark, & Meganathan, 2011;Kooloos, Schepens-Franke, Bergman, Donders, & Vorstenbosch, 2014;Motoike, O'Kane, Lenchner, & Haspel, 2009;Naug et al, 2011;Oh, Kim, & Choe, 2009;Palombi, Pihuit, & Cani, 2011). For example, a simple model can be made to represent a visceral organ and can then placed into a skeleton to demonstrate the position of the organ relative to surface landmarks ( Figure 1).…”

Section: Practical Tips and Guidelinesmentioning

confidence: 99%

Twelve tips for implementing artistic learning approaches in anatomy education

Keenan¹,

Hutchinson²,

Bell³

2017

MedEdPublish

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To enhance learning and maximise student satisfaction while simultaneously optimising costs and resources within the modern context and environment of integrated anatomy education, it is vital that innovative methods of delivering learning and teaching are considered for implementation into medical curricula. The development of learning processes including observation, visualisation, haptic reasoning and visuospatial ability are strongly associated with the use of artistic approaches. In addition to being crucial for medical student learning of anatomy and other life sciences, such skills are also relevant for training in surgery, clinical observation and diagnosis. The twelve tips outlined here have been identified with the intention of providing guidance for anatomy educators aiming to incorporate innovative creative and artistic approaches into their own teaching practice within medical curricula. These proposals are underpinned by educational theory and recent research that has investigated artistic learning methods in medical education. Recommendations are also based on our personal experiences from both the undergraduate student point of view as well as the academic educator perspective with respect to the usage of creative and artistic learning approaches in anatomy education at Newcastle University.Keywords: Anatomy, Artistic learning methods, Undergraduate medical education Tip 1: Take a scholarly approach When designing and introducing any teaching innovation, in order to provide the best possible educational experience for students, it is important to draw on many aspects of the learning process and environment. To provide a strong pedagogical basis for an artistic learning approach, it is important to identify both the educational theory and research evidence that underpin the practical method. Theories of learning can provide an effective starting point when designing an innovative artistic approach, particularly those that include scope for learning that begins with a basic outline and then gradually builds upon prior knowledge of anatomical structures in order to develop complexity (Ausubel, 2012;Kolb, 1984), a process that can correspond to the production of artwork. Theories of drawing and learning through art (Catterall, 2005;Perkins, 1994;Petherbridge, 2010) can also provide useful insights into the practical educational value of artistic methods. The pedagogical value of artistic methods are primarily related to the motor skills and cognitive processes that are engaged when using such approaches. Research evidence suggests that key elements of observation (Backhouse, Fitzpatrick, Hutchinson, Thandi, & Keenan, 2017;Chamberlain et al., 2014;Jasani & Saks, 2013;Lyon, Letschka, Ainsworth, & Haq, 2013;Moore, Lowe, Lawrence, & Borchers, 2011;Pellico, Friedlaender, & Fennie, 2009) reflection and repetition (Backhouse et al., 2017;Lyon et al., 2013), and visualisation (Pandey & Zimitat, 2007) should be incorporated and emphasised within any artistic learning approach. Haptic (Jones, Minogue, ...

show abstract

3D Modeling of branching vessels from anatomical sketches: towards a new interactive teaching of anatomy

Cited by 9 publications

References 4 publications

Egocentric Dynamic Planar Organization of the Angular Movements of the Arm During a Violinist’s Performance of a Mozart Symphony

Egocentric Dynamic Planar Organization of the Angular Movements of the Arm During a Violinist’s Performance of a Mozart Symphony

A New Human Anatomy Teaching Mode Combining Virtual Anatomy System and Dissection to Promote Active Learning and Improve Learning Efficiency.

Twelve tips for implementing artistic learning approaches in anatomy education

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