Augmented Reality Presentation of Anatomical Variations

Abstract

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.

Exploring the inclusion of anatomical variation in medical education

“…The MERSQI scores for the included studies ranged from 8 to 13. Using the predetermined criteria, two studies 35,36 were considered high quality. There were two moderate quality studies 37,38 .…”

“…In one study, 37 three groups of trainees were assessed on their ability to recognize an anatomical variation. Hong et al 35 investigated the impact of various teaching approaches on students' outcomes in an assessment. Paper‐based 37 and computer‐based 35 quizzes were utilized for assessment.…”

“…Hong et al 35 investigated the impact of various teaching approaches on students' outcomes in an assessment. Paper‐based 37 and computer‐based 35 quizzes were utilized for assessment. In the randomized study, 36 trainees were assessed using a surgical simulation with variant anatomy models.…”

“…This theme focused on the various methods of teaching anatomical variation and was addressed by seven 35,36,38,39,40,41,42 of the eight included studies. Three studies 38,41,42 suggested that dissection was the best resource for teaching variation.…”

“…Three studies 38,41,42 suggested that dissection was the best resource for teaching variation. In two studies, 39,40 methods of learning about anatomical variations such as augmented reality 35 and simulation 36 were reported. Four studies 35,38,40,42 outlined less effective approaches which included plastic models, textbooks, and lectures.…”