Contrast-enhanced cadaver-specific computed tomography in gross anatomy teaching

100

The aim of this study was to investigate the effect of immersive three‐dimensional (3D) interactive virtual reality (VR) on anatomy training in undergraduate physical therapy students. A total of 72 students were included in the study. The students were randomized into control (n = 36) and VR (n = 36) group according to the Kolb Learning Style Inventory, sex, and Purdue Spatial Visualization Test Rotations (PSVT‐R). Each student completed a pre‐intervention and post‐intervention test, consisting of 15 multiple‐choice questions. There was no significant difference between the two groups in terms of age, sex, Kolb Learning Style Inventory distribution, and the PSVT‐R (P > 0.05). The post‐test scores were significantly higher compared to pre‐test scores in both the VR group (P < 0.001) and the control group (P < 0.001). The difference between the pre‐test and post‐test results was found to be significantly higher in favor of the VR group (P < 0.001). In this study, anatomy training with a 3D immersive VR system was found to be beneficial. These results suggest that VR systems can be used as an alternative method to the conventional anatomy training approach for health students.

Section: Discussionmentioning

confidence: 51%

An Alternative Method for Anatomy Training: Immersive Virtual Reality

Kurul

Öğün

Narin

et al. 2020

100

“…Rizzolo and Stewart () argue that, especially the connection between dissection course and imaging modalities is responsible for developing spatial reasoning skills. Further studies are required to evaluate the effects of both Anatomage and Magic Mirror on students’ spatial ability acquisition, for example, by introducing both systems into the dissection theater and displaying radiological section images corresponding to the body directly on site, similar to recent studies by Paech et al ().…”

Section: Discussionmentioning

confidence: 99%

“…Various integration approaches for teaching radiology and gross anatomy have been proposed in the past, including traditional lectures on interventional radiology (DePietro et al, ), cross‐section images on nearby monitors or handheld devices during dissection courses (Lufler et al, ; Murakami et al, ), peer‐to‐peer interactions with free medical image viewer software (Wilson et al, ), e‐learning platforms (Colucci et al, ; Mathiowetz et al, ; Salajegheh et al, ; Darras et al, ), and virtual dissection tables such as the Anatomage (Custer and Michael, ; Paech et al, ). Ubiquitously, all recommendations favor active learning and suggest a paradigm shift toward multimodal teaching environments (Sugand et al, ; Singh and Kharb, ; Estai and Bunt, ; Phillips et al, ).…”

Section: Introductionmentioning

confidence: 99%

“…The Anatomage table (Anatomage Inc., San Jose, CA) is one specific virtual dissection table that was used as a benchmark for comparison with the AR Magic Mirror. Anatomage tables have been integrated into gross anatomy courses and their impact on students’ learning and perception has been demonstrated (Dahl and Simonsen, ; Eickmeyer et al, ; Lewandowski et al, ; Brown et al, ; Chung et al, ; Hutchins, ), even suggested as a replacement for cadavers in dissection courses (Fyfe et al, ; Anand and Singel, ; Fyfe et al, ), and for radiology education (Custer and Michael, ; Paech et al, ). Recently, the Anatomage was used in a clinical setting for planning of maxillofacial surgery (Brucoli et al, ).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Benefits of an Augmented Reality Magic Mirror System for Integrated Radiology Teaching in Gross Anatomy

Bork

Stratmann

Enssle

et al. 2019

117

176

Early exposure to radiological cross‐section images during introductory anatomy and dissection courses increases students’ understanding of both anatomy and radiology. Novel technologies such as augmented reality (AR) offer unique advantages for an interactive and hands‐on integration with the student at the center of the learning experience. In this article, the benefits of a previously proposed AR Magic Mirror system are compared to the Anatomage, a virtual dissection table as a system for combined anatomy and radiology teaching during a two‐semester gross anatomy course with 749 first‐year medical students, as well as a follow‐up elective course with 72 students. During the former, students worked with both systems in dedicated tutorial sessions which accompanied the anatomy lectures and provided survey‐based feedback. In the elective course, participants were assigned to three groups and underwent a self‐directed learning session using either Anatomage, Magic Mirror, or traditional radiology atlases. A pre‐ and posttest design with multiple choice questions revealed significant improvements in test scores between the two tests for both the Magic Mirror and the group using radiology atlases, while no significant differences in test scores were recorded for the Anatomage group. Furthermore, especially students with low mental rotation test (MRT) scores benefited from the Magic Mirror and Anatomage and achieved significantly higher posttest scores compared to students with a low MRT score in the theory group. Overall, the results provide supporting evidence that the Magic Mirror system achieves comparable results in terms of learning outcome to established anatomy learning tools such as Anatomage and radiology atlases.

“…• Affords an opportunity to incorporate novel technologies and methodologies into the curriculum that have additional benefit for students such as three-dimensional technologies, audiovisual devices, and augmented reality (Reeves et al, 2004;Ahmad et al, 2016;Peterson and Mlynarczyk, 2016;Ghosh, 2017;Fleagle et al, 2018;Houser and Kondrashov, 2018;Bork et al, 2019;Greene, 2020). Other novel technologies include cadaver-specific post-mortem computed tomography (Paech et al, 2017(Paech et al, , 2018; the introduction of real-time cadaveric laparoscopy (Saberski et al, 2015); and the use of Two-, three-, and four-dimensional ultrasound (Carter et al, 2017). • Provides a means of introducing critical thinking, selfdirected learning, and the scientific method (Rowland and Joy, 2015;Choi-Lundberg et al, 2016).…”

Section: Should Human Gross Anatomical Dissection Be Performed?--the mentioning

confidence: 99%

Creating a Human Gross Anatomy Laboratory: The Experience at a Primarily Undergraduate Institution

Zdilla

2020

This paper details the creation of a human gross anatomy laboratory from a defunct chemistry laboratory at West Liberty University, a small primarily undergraduate institution in West Virginia. The article highlights important considerations with regard to the development of a human gross anatomy laboratory including access to human gifts; assessment of the space for size, security, and privacy; assessment of the utilities; acquisition of a dissection table; ventilation; aesthetics in functional design; expenses; and sustainability. The report also identifies favorable conditions and potential pitfalls regarding the creation of a human gross anatomy laboratory. This paper demonstrates that a human gross anatomy laboratory can be created quickly and at little expense.