Adapting anatomy teaching to surgical trends: a combination of classical dissection, medical imaging, and 3D-printing technologies

Fasel, Jean; Aguiar, Diego Pinheiro; Kiss-Bodolay, Daniel; Montet, Xavier; Kalangos, Afksendiyos; Štimec, Bojan; Ratib, Osman

doi:10.1007/s00276-015-1588-3

Cited by 75 publications

(42 citation statements)

References 28 publications

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“…For many clinical specialties, a long-lasting familiarity with macroscopic and microscopic anatomy is indispensable to guarantee safe and efficient everyday clinical work (Fasel et al 2016). Millennium imaging technologies have become an important part of teaching the concepts of human histology and pathology in many medical schools.…”

Section: Introductionmentioning

confidence: 99%

Student-focused virtual histology education: Do new scenarios and digital technology matter?

Felszeghy¹,

Pasonen‐Seppänen²,

Koskela³

et al. 2017

MedEdPublish

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Innovative changes have become a critical part of teaching when resources are limited. In this study, we examined whether the studentoriented teaching method, when powered by virtual microscopy, improves histology learning compared to traditional microscope-based studies. Anonymous and voluntary post-course surveys were administered to students and essays were processed for content analysis. Google Analytics was used to obtain accurate Internet usage monitoring for WEBMICROSCOPE®. Using SPSS statistics, the examination scores for 2016 were compared to those of previous year, when the course was taught with a traditional-microscope-based model. The results demonstrated that the new teaching scenario was an effective tool, based on the mean examination scores in 2016 compared to the identical groups in 2015. The survey analysis showed that the students benefited more from using WEBMICROSCOPE® and that they frequently gained access to the Web server when they were not in class. The new scenario helped clarify the concept of histology for most of the students and was generally appreciated during teamwork-based histology classes. Students perceived that the use of the digital technology significantly influenced their confidence in learning the fundamentals of histology. In addition, changing to the new teaching scenario powered by WEBMICROSCOPE® improved the students' motivation to participate in discussions and better understand the concept of Histology between the 2015 and 2016 academic years. Finally, these changes all had a positive impact on the students' attention and satisfaction.

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Section: Introductionmentioning

confidence: 99%

Student-focused virtual histology education: Do new scenarios and digital technology matter?

Felszeghy¹,

Pasonen‐Seppänen²,

Koskela³

et al. 2017

MedEdPublish

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show abstract

“…3Dp and cadaveric skulls were allocated strongly positive ratings by over 85% of the students in the categories of enjoyment, intention to use, attitude and learning efficiency . Qualitative assessments of 3Dp projects in anatomical education have also received strong positive feedback (AbouHashem et al, 2015;Fasel et al, 2016;Jones et al, 2016;Knoedler et al, 2015).…”

Section: Experimental Researchmentioning

confidence: 99%

“…Segmentation, on the other hand, an important part of processing 2D images to ensure accurate and high quality prints and requires intensive manual labour. For example, medical students segmenting for the first time took up to 40 hours for the small and large intestines (Fasel et al, 2016), although this time is likely to be reduced with training.It is proposed that 3Dp models should be used as a major educational tool for undergraduate anatomy learning, with evidence suggesting that this approach also has the potential to enhance radiology and pathology teaching (Knoedler et al, 2015;Li et al, 2015) by providing case-based discussions with interactive visual aids. It is proposed that medical students should still be exposed to cadaveric specimens (Elizondo-Omaña et al, 2005), with 3Dp models serving to supplement standard methods and to substitute in place of poor quality or damaged prosections.…”

Section: Financial and Logistical Considerationsmentioning

confidence: 99%

“…This generated anatomical variations, such as a left coronary artery trifurcation. Such variations are preserved and can be experienced by future generations of students (Fasel et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…With sufficient funding, a medical school could produce learning models suitable for use in a range of fields which extend from and beyond anatomy. One of the benefits of 3Dp is the reintroduction of anatomical variation in the advent of declining cadaveric dissections (Fasel et al, 2016;Moore et al, 2017;Nieder et al 2004;O'Reilly et al, 2016). Currently utilised plastic anatomical models and atlases are idealised and do not include the anatomical variations found during cadaveric dissection.…”

Section: Introductionmentioning

confidence: 99%

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The role of 3D printing in anatomy education and surgical training: A narrative review

Li¹,

Kui²,

Lee³

et al. 2017

MedEdPublish

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Recent expansions in the development and availability of three-dimensional printing (3Dp) have led to the uptake of this valuable and effective technology within the modern context of medical education. It is proposed that 3Dp is entirely appropriate for the creation of anatomical models for purposes of teaching and training due to the ability of this technology to produce accurate 3D physical representations based on a processed data set acquired from sources including magnetic resonance imaging (MRI) and computed tomography (CT). When investigating the currently available educational research with respect to 3Dp, it is important that the best evidence supporting the practical and theoretical benefits of this technology in teaching and training can be identified, while any obstacles to the effective implementation of 3Dp can also be determined. Here, literature describing recent primary research with respect to the capability and utility of 3Dp in anatomy and surgery have been explored in a narrative review. The impact on resources of implementing this technology within medical education have also been investigated. In order to emphasise wider applications in medicine, the role of 3Dp in medical practice and research have also been examined. To identify recent literature appropriate for this review published up to March 2017, suitable search terms were determined and applied using PubMed and results were judged against an established checklist. The research identified was then allocated with respect to the agreed topic areas of anatomy education, surgical training, medical usage and medical research. A student partnership approach was utilised for this review and the focus of the work was driven by undergraduate students in collaboration with anatomy and medical educators. Preliminary findings from this narrative review support the implementation of 3Dp in anatomy education and surgical training as a supplement to traditional learning approaches.

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From chalkboard, slides, and paper to e‐learning: How computing technologies have transformed anatomical sciences education

Trelease

2016

Anatomical Sciences Ed

192

163

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Until the late-twentieth century, primary anatomical sciences education was relatively unenhanced by advanced technology and dependent on the mainstays of printed textbooks, chalkboard- and photographic projection-based classroom lectures, and cadaver dissection laboratories. But over the past three decades, diffusion of innovations in computer technology transformed the practices of anatomical education and research, along with other aspects of work and daily life. Increasing adoption of first-generation personal computers (PCs) in the 1980s paved the way for the first practical educational applications, and visionary anatomists foresaw the usefulness of computers for teaching. While early computers lacked high-resolution graphics capabilities and interactive user interfaces, applications with video discs demonstrated the practicality of programming digital multimedia linking descriptive text with anatomical imaging. Desktop publishing established that computers could be used for producing enhanced lecture notes, and commercial presentation software made it possible to give lectures using anatomical and medical imaging, as well as animations. Concurrently, computer processing supported the deployment of medical imaging modalities, including computed tomography, magnetic resonance imaging, and ultrasound, that were subsequently integrated into anatomy instruction. Following its public birth in the mid-1990s, the World Wide Web became the ubiquitous multimedia networking technology underlying the conduct of contemporary education and research. Digital video, structural simulations, and mobile devices have been more recently applied to education. Progressive implementation of computer-based learning methods interacted with waves of ongoing curricular change, and such technologies have been deemed crucial for continuing medical education reforms, providing new challenges and opportunities for anatomical sciences educators. Anat Sci Educ 9: 583-602. © 2016 American Association of Anatomists.

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Adapting anatomy teaching to surgical trends: a combination of classical dissection, medical imaging, and 3D-printing technologies

Cited by 75 publications

References 28 publications

Student-focused virtual histology education: Do new scenarios and digital technology matter?

Student-focused virtual histology education: Do new scenarios and digital technology matter?

The role of 3D printing in anatomy education and surgical training: A narrative review

From chalkboard, slides, and paper to e‐learning: How computing technologies have transformed anatomical sciences education

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