An Augmented Reality magic mirror as additive teaching device for gross anatomy

Kugelmann, Daniela; Stratmann, Leonard; Nühlen, Nils; Bork, Felix; Hoffmann, S; Samarbarksh, Golbarg; Pferschy, Anna; Heide, Anna Maria von der; Eimannsberger, Andreas; Fallavollita, Pascal; Navab, Nassir; Waschke, Jens

doi:10.1016/j.aanat.2017.09.011

Cited by 85 publications

(107 citation statements)

References 19 publications

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“…Digital resources like AR and VR, virtual dissection tables, and 3D atlases are more often incorporated in formal instructional processes of gross anatomy education (Trelease, ; Sugand et al, ; Kugelmann et al, ). The use of multimedia content could complement the teaching of complex concepts, foster engagement, and extend self‐learning (Drake et al, ; Chen et al, ).…”

Section: Discussionmentioning

confidence: 99%

“…Alternative teaching tools have also changed the approaches to anatomical education (Clark, ; Cook and Dupras, ; Cook, ). These new alternative teaching tools included plastinated specimens, three‐dimensional (3D) printed educational models, virtual reality (VR), augmented reality (AR), virtual dissections, and multimedia applications (McNulty et al, ; Vogel et al, ; McMenamin et al, ; Kugelmann et al, ; Mogali et al, ). Although, innovative alternative technologies have widened the horizons of learning, they have compromised the value of the medical museum as an educational resource (Cook, ; Wakefield, ; Marreez et al, ).…”

Section: Introductionmentioning

confidence: 99%

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Scan and Learn: Quick Response Code Enabled Museum for Mobile Learning of Anatomy and Pathology

Mogali

Vallabhajosyula

et al. 2019

Anatomical Sciences Ed

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In the past, medical museums played a significant role in anatomy and pathology training. The attraction of medical museums has declined recently due to the emergence of information technology and innovative medical curricula. An innovative mobile learning platform has been developed using quick response (QR) codes for the museum specimens at the Lee Kong Chain School of Medicine, Singapore. High-quality images of the potted specimens were captured and combined into an album and a video using Adobe Acrobat Pro 9 and Windows Movie Maker, respectively. Subsequently, QR codes were generated linking to PDF documents with annotations, pathology, and clinical history concerning the specimens. Quick response codes were piloted in gastrointestinal teaching module for Year 2 medical students. Survey responses were obtained from students to verify the efficacy of QR as a learning tool. The majority of students either agreed or strongly agreed that it was easy to access the information about the specimen with QR codes (4.47 ± 0.84), while 96% of students agreed that they are able to correlate the specimen with the annotated images (4.56 ± 0.56). The majority of students (78%) agreed that QR codes are useful for their learning (4.22 ± 0.87), while 75% of students felt QR codes motivate them to visit Anatomy Resource Centre. Most of the students agreed that QR codes are useful for revision of materials (4.13 ± 1.07) and independent learning (4.38 ± 0.87). These findings suggest that QR codes are not only effective for students learning but also enhance their exploration experience with the museum specimens. Anat Sci Educ 12: 664-672.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Scan and Learn: Quick Response Code Enabled Museum for Mobile Learning of Anatomy and Pathology

Mogali

Vallabhajosyula

et al. 2019

Anatomical Sciences Ed

View full text Add to dashboard Cite

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“…In anatomy teaching, these are often radiological or anatomical sections. Through real-time tracking, the images align with the user to represent the precise location of structures within the user's body (Kugelmann et al, 2018).…”

Section: Ar Magic Mirrormentioning

confidence: 99%

“…In a study (Kugelmann et al, 2018) using the AR Magic Mirror to teach anatomy, a survey was administered to investigate student perceptions of teaching anatomy with the AR Magic Mirror. They received strong positive responses, notably for its usefulness in active learning and 3D understanding.…”

Section: Ar Magic Mirrormentioning

confidence: 99%

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The Use of Virtual and Augmented Reality in Anatomy Teaching

Heather¹,

Chinnah²,

Devaraj³

2019

MedEdPublish

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Background -There is a demand for new and efficient tools to teach anatomical sciences. Rapid developments in virtual reality (VR) and augmented reality (AR) mean educational use of the technology is becoming increasingly viable. However, uptake of this technology in anatomy teaching is still limited. This brief review aims to examine the effectiveness of VR/AR in anatomy teaching and includes evaluation of: head mounted devices (HMDs), stereoscopic projectors and screens, AR Magic Mirrors and AR Magic Books.Methods -PubMed, Scopus and Google Scholar were searched for relevant articles from 2013 to 29 th June 2018.Results -Students' academic performance was equal to or better than control methods for all four types of technology. All studies found high levels of student satisfaction for VR/AR teaching methods.Discussion -Various confounding factors and the large heterogeneity between studies are likely to have a major impact on results. Further research into the depth and longevity of learning in the different teaching methods, as well as their cost-effectiveness, would be beneficial for prospective institutions.

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Enhancement of Anatomical Education Using Augmented Reality: An Empirical Study of Body Painting

Barmaki

Pearlman

et al. 2019

Anatomical Sciences Ed

Self Cite

119

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Students in undergraduate premedical anatomy courses may experience suboptimal and superficial learning experiences due to large class sizes, passive lecture styles, and difficultto-master concepts. This study introduces an innovative, hands-on activity for human musculoskeletal system education with the aim of improving students' level of engagement and knowledge retention. In this study, a collaborative learning intervention using the REFLECT (augmented reality for learning clinical anatomy) system is presented. The system uses the augmented reality magic mirror paradigm to superimpose anatomical visualizations over the user's body in a large display, creating the impression that she sees the relevant anatomic illustrations inside her own body. The efficacy of this proposed system was evaluated in a large-scale controlled study, using a team-based muscle painting activity among undergraduate premedical students (n = 288) at the Johns Hopkins University. The baseline knowledge and post-intervention knowledge of the students were measured before and after the painting activity according to their assigned groups in the study. The results from knowledge tests and additional collected data demonstrate that the proposed interactive system enhanced learning of the musculoskeletal system with improved knowledge retention (F (10,133) = 3.14, P < 0.001), increased time on task (F (1,275) = 5.70, P < 0.01), and a high level of engagement (F (9,273) = 8.28, P < 0.0001). The proposed REFLECT system will be of benefit as a complementary anatomy learning tool for students.Anat Sci Educ 12: 599-609.

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An Augmented Reality magic mirror as additive teaching device for gross anatomy

Cited by 85 publications

References 19 publications

Scan and Learn: Quick Response Code Enabled Museum for Mobile Learning of Anatomy and Pathology

Scan and Learn: Quick Response Code Enabled Museum for Mobile Learning of Anatomy and Pathology

The Use of Virtual and Augmented Reality in Anatomy Teaching

Enhancement of Anatomical Education Using Augmented Reality: An Empirical Study of Body Painting

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