“…1 ). It combines sketching on a tablet with MR-based visualization to perform 3DR of anatomic structures through contour drawing on 2D images of real cross sections (i.e., cryosections) [ 41 ]. While the tablet’s interactive surface offers a natural sketching experience, the 3D visualization provides an improved perception of the resulting reconstructed content over traditional desktop approaches.…”
Section: Advanced Educational Technologies For Teaching Anatomymentioning
COVID-19 pandemic has created a lot of turmoil in medical teaching, the magnitude of impact is many folds in the subject of anatomy, as it is practical based. A major challenge for anatomy teachers is to replicate the experience of practical exposures. These exposures range from cadaveric dissection to demonstration of bones, museum specimens, and histology slides, where they will have interactive communication with students, and thus help in the enhancement of communication and clinical skills among them. In recent days, anatomy teachers throughout the globe started using various advanced technology to make the teaching–learning session more interesting. In pre-pandemic era, usage of such advancements in information and communication technology was a ‘choice’. But pandemic has changed the situation drastically, what was a ‘choice’ earlier is now an ‘obligation.’ Presently although infection rate is low, vaccination rate is high, most of the medical schools re-opened for usual offline teaching, still body donation is all time low making the situation ‘back to square one’. Keeping such unprecedented situations in mind, we need to incorporate various innovative educational technologies in day-to-day teaching–learning methodologies.
“…1 ). It combines sketching on a tablet with MR-based visualization to perform 3DR of anatomic structures through contour drawing on 2D images of real cross sections (i.e., cryosections) [ 41 ]. While the tablet’s interactive surface offers a natural sketching experience, the 3D visualization provides an improved perception of the resulting reconstructed content over traditional desktop approaches.…”
Section: Advanced Educational Technologies For Teaching Anatomymentioning
COVID-19 pandemic has created a lot of turmoil in medical teaching, the magnitude of impact is many folds in the subject of anatomy, as it is practical based. A major challenge for anatomy teachers is to replicate the experience of practical exposures. These exposures range from cadaveric dissection to demonstration of bones, museum specimens, and histology slides, where they will have interactive communication with students, and thus help in the enhancement of communication and clinical skills among them. In recent days, anatomy teachers throughout the globe started using various advanced technology to make the teaching–learning session more interesting. In pre-pandemic era, usage of such advancements in information and communication technology was a ‘choice’. But pandemic has changed the situation drastically, what was a ‘choice’ earlier is now an ‘obligation.’ Presently although infection rate is low, vaccination rate is high, most of the medical schools re-opened for usual offline teaching, still body donation is all time low making the situation ‘back to square one’. Keeping such unprecedented situations in mind, we need to incorporate various innovative educational technologies in day-to-day teaching–learning methodologies.
“…Meanwhile, virtual reality technologies will allow anatomists to supplement student "dissection activities" while integrating in a ludic way the subjects of anatomy, radiology, embryology, histology, and physiology (Zorzal et al, 2019;Uhl et al, 2021). In a not-to-distant future, 3D printers will enable medical students not only to emulate their supervisors in performing home-based dissections of "plastic" specimens but do so with "tissue" mimicking the tacticity of human tissue (Bezek et al, 2020;Miramini et al, 2020).…”
The Covid-19 pandemic has challenged medical educators internationally to confront the challenges of adapting their present educational activities to a rapidly evolving digital world. In this article, the authors use anatomy education as proxy to reflect on and remap the past, present, and future of medical education in the face of these disruptions. Inspired by the historical Theatrum Anatomicum (Anatomy 1.0), the authors argue replacing current anatomy dissection laboratory (Anatomy 2.0) with a prototype anatomy studio (Anatomy 3.0).
“…Other works employ various visualization metaphors for illustrative visualization of medical datasets [26], or connect touchscreen-based interaction with the exploration of volume data [27]. Zorzal et al [28] propose an augmented reality 3D display for segmentation operations, but we limit ourselves to 2D touchscreens. In contrast to these works, our approach is not limited to the exploration of static volume data.…”
Section: Exploration and Selection Of Volume Datamentioning
In this work, we propose a novel metaphor to interact with volumetric anatomical images, e.g., magnetic resonance imaging or computed tomography scans. Beyond simple visual inspection, we empower users to reach the visible anatomical elements directly with their hands, and then move and deform them through natural gestures, while respecting the mechanical behavior of the underlying anatomy. This interaction metaphor relies on novel technical methods that address three major challenges: selection of anatomical elements in volumetric images, mapping of 2D manipulation gestures to 3D transformations, and real-time deformation of the volumetric images. All components of the interaction metaphor have been designed to capture the user’s intent in an intuitive manner, solving the mapping from the 2D touchscreen to the visible elements of the 3D volume. As a result, users have the ability to interact with medical volume images much like they would do with physical anatomy, directly with their hands.
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