Development and assessment of a new 3D neuroanatomy teaching tool for MRI training

Abstract

A computerized three-dimensional (3D) neuroanatomy teaching tool was developed for training medical students to identify subcortical structures on a magnetic resonance imaging (MRI) series of the human brain. This program allows the user to transition rapidly between two-dimensional (2D) MRI slices, 3D object composites, and a combined model in which 3D objects are overlaid onto the 2D MRI slices, all while rotating the brain in any direction and advancing through coronal, sagittal, or axial planes. The efficacy of this tool was assessed by comparing scores from an MRI identification quiz and survey in two groups of first-year medical students. The first group was taught using this new 3D teaching tool, and the second group was taught the same content for the same amount of time but with traditional methods, including 2D images of brain MRI slices and 3D models from widely used textbooks and online sources. Students from the experimental group performed marginally better than the control group on overall test score (P = 0.07) and significantly better on test scores extracted from questions involving C-shaped internal brain structures (P < 0.01). Experimental participants also expressed higher confidence in their abilities to visualize the 3D structure of the brain (P = 0.02) after using this tool. Furthermore, when surveyed, 100% of the students in the experimental group recommended this tool for future students. These results suggest that this neuroanatomy teaching tool is an effective way to train medical students to read an MRI of the brain and is particularly effective for teaching C-shaped internal brain structures.

The influence of anatomy app use on chiropractic students’ learning outcomes: a randomised controlled trial

“…The use of advancing technology in anatomy education is supported, but it is noted that these tools are to complement how students explore, learn and collaborate in their learning environments and not to replace the existing practices [3–5]. A previous study examining the effect of a 3D neuroanatomical teaching tool (MRI data sets with 3D neuroanatomical structures overlaid) reported that 79 % of experimental students strongly agreed that it helped to visualize 3D structures and spatial relationships in the brain [6]. The majority (64 %) of students in that study reported they would have preferred user control [6].…”

“…A previous study examining the effect of a 3D neuroanatomical teaching tool (MRI data sets with 3D neuroanatomical structures overlaid) reported that 79 % of experimental students strongly agreed that it helped to visualize 3D structures and spatial relationships in the brain [6]. The majority (64 %) of students in that study reported they would have preferred user control [6]. Therefore, self-directed use of anatomy apps may improve students’ learning outcomes on a neuroanatomy assessment.…”

Impact of fetal brain ultrasound tutor smartphone application on normal anatomy learning

“…VR objects simulate an “ideal” US scan allowing the operator to navigate through the 3D US volume in standard orientations, identify the correct plane, and demonstrate the relevant findings. The use of these VR objects displaying normal and abnormal fetal brain findings has been proposed . Nevertheless, there is paucity of evidence demonstrating their actual role in improving the learning process among the trainees.…”

Histology in 3D: development of an online interactive student resource on epithelium

“…Since the typically three-dimensional (3D) arrangement of epithelial cells and tissues is closely linked to their functioning, self-explanatory computerised 3D models can make a relevant contribution to students' understanding of the topic, compared to cells and tissues in two-dimensional (2D) representations, such as (virtual) microscopy images (Drapkin, Lindgren, Lopez, & Stabio, 2015). Slide sections, including in virtual microscopy, therefore require students to interpret a range of artefactual changes that occur through cross-sections of a tissue.…”