Cinematic Rendering in Anatomy: A Crossover Study Comparing a Novel 3D Reconstruction Technique to Conventional Computed Tomography

Abstract

Integration of medical imaging into preclinical anatomy courses is already underway in many medical schools. However, interpretation of two-dimensional grayscale images is difficult and conventional volume rendering techniques provide only images of limited quality. In this regard, a more photorealistic visualization provided by Cinematic Rendering (CR) may be more suitable for anatomical education. A randomized, two-period crossover study was conducted from July to December 2018, at the University Hospital of Erlangen, Germany to compare CR and conventional computed tomography (CT) imaging for speed and comprehension of anatomy. Sixteen students were randomized into two assessment sequences. During each assessment period, participants had to answer 15 anatomy-related questions that were divided into three categories: parenchymal, musculoskeletal, and vascular anatomy. After a washout period of 14 days, assessments were crossed over to the respective second reconstruction technique. The mean interperiod differences for the time to answer differed significantly between the CR-CT sequence (−204.21 ± 156.0 seconds) and the CT-CR sequence (243.33 ± 113.83 seconds; P < 0.001). Overall time reduction by CR was 65.56%. Cinematic Rendering visualization of musculoskeletal and vascular anatomy was higher rated compared to CT visualization (P < 0.001 and P = 0.003), whereas CT visualization of parenchymal anatomy received a higher scoring than CR visualization (P < 0.001). No carryover effects were observed. A questionnaire revealed that students consider CR to be beneficial for medical education. These results suggest that CR has a potential to enhance knowledge acquisition and transfer from medical imaging data in medical education. Anat Sci Educ 14: 22-31.

Clinical application of cinematic rendering in maxillofacial fractures

“…15,16 Many pictorial reviews and numerous case reports have provided examples of CR images showing a more photorealistic representation of tumours, bones, and blood vessels, and thus demonstrating the potential of CR reconstructions in aiding doctor-patient communication, treatment planning, and medical education. 10,[17][18][19][20][21] However, a study that has objectively evaluated the clinical value of the CR technique applied to maxillofacial fractures has not yet been published. 22 In the present study, the value of CR reconstructions of maxillofacial fractures in clinical application was evaluated, and comparisons were made with VR reconstructions.…”

“…5,6 Many reviews and numerous case reports have provided examples of the maxillofacial and skull base anatomy that show the potential for CR images to assist in doctor-patient communication and treatment planning. [7][8][9][10] Berger et al 11 and Wollschlaeger et al 12 reported that the CR technique is superior to the VR technique in the visualization of multi-fragmentary intra-articular lower extremity fractures and ankle sprains. However, studies to determine the clinical value of the CR technique when applied to maxillofacial fractures have not yet been published.…”

Preoperative planning in paediatric liver tumour surgery - a literature review

“…This novel rendering algorithm simulates the propagation and interaction of light passing through the volumetric images. Elshafei et al [87] compared cinematic rendering with conventional computed tomography imaging in a randomised, two-sequence crossover study. Cinematic rendering allowed for faster and more correct comprehension of the surgical anatomy.…”

The dissection theatre of the future is already in routine operation

“…Another step, which we also took in the 1990s, was the integration of radiological images (x-ray, CT, MR, ultrasound) into conventional anatomy lessons [4]. Since then, these new methods, which can be subsumed under the term virtual anatomy, have become more and more important in terms of mixed learning and are particularly well accepted by students [7][8][9][10][11][12][13][14].…”