Does 3D stereoscopy support anatomical education?

Bernard, Florian; Richard, Paul; Kahn, A; Fournier, Henri-Dominique

doi:10.1007/s00276-020-02465-z

Cited by 18 publications

(13 citation statements)

References 28 publications

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“…The use of this kind of stereoscopic 3D video in their normal teaching as a complementary tool has been proven advantageous over 2D videos. The incorporation of 3D videos as ancillary teaching into curricula could be of interest to improve the knowledge of anatomical relationships and reasoning among students [ 3 ]. To be more specific, stereoscopic 3D visualization is particularly helpful in providing a clear, simple, and accurate message about the complex three-dimensional (3D) architecture of the brain.…”

Section: Advanced Educational Technologies For Teaching Anatomymentioning

confidence: 99%

Integration of innovative educational technologies in anatomy teaching: new normal in anatomy education

et al. 2022

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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.

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Section: Advanced Educational Technologies For Teaching Anatomymentioning

confidence: 99%

Integration of innovative educational technologies in anatomy teaching: new normal in anatomy education

et al. 2022

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“…For instance, in a study by Schoenthaler et al utilizing a surgical simulator model for laparoscopic surgery, stereoscopic imaging led to an improvement while performing the laparoscopic phantom tasks [22]. Likewise, advantages of stereoscopic threedimensional imaging in teaching anatomy have already been identified in the past [15]. Stadie et al were able to show that through virtual reality planning the spatial understanding of the anatomy of neurosurgical cases could be improved in 55.8% of the participants and only 2.4% reported no improvement [25].…”

Section: Discussionmentioning

confidence: 99%

“…An important aspect of evaluating the usefulness of stereoscopy is one’s experience in the field and the area of application being examined. In both above-mentioned studies, the advantages of the stereoscopy in teaching were mainly seen amongst students who had no professional experience in clinical routine [ 15 , 26 ]. On one hand, since the younger generation is exposed to three-dimensional visualization much earlier, they can naturally feel more familiar and confident with this type of imaging.…”

Section: Discussionmentioning

confidence: 99%

“…The additional advantage of stereoscopic visualization compared to viewing 3D images on 2D displays, which is more prevalent in routine clinical practice, was highlighted in this report [ 14 ]. In terms of adoption, a high level of acceptance for stereoscopic 3D videos by students has been validated with an added benefit in anatomical understanding in a very recent study [ 15 ].…”

Section: Introductionmentioning

confidence: 99%

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Does stereoscopic imaging improve the memorization of medical imaging by neurosurgeons? Experience of a single institution

et al. 2021

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Stereoscopic imaging has increasingly been used in anatomical teaching and neurosurgery. The aim of our study was to analyze the potential utility of stereoscopic imaging as a tool for memorizing neurosurgical patient cases compared to conventional monoscopic visualization. A total of 16 residents and 6 consultants from the Department of Neurosurgery at Charité – Universitätsmedizin Berlin were recruited for the study. They were divided into two equally experienced groups. A comparative analysis of both imaging modalities was conducted in which four different cases were assessed by the participants. Following the image assessment, two questionnaires, one analyzing the subjective judgment using the 5-point Likert Scale and the other assessing the memorization and anatomical accuracy, were completed by all participants. Both groups had the same median year of experience (5) and stereoacuity (≤ 75 s of arc). The analysis of the first questionnaire demonstrated significant subjective superiority of the monoscopic imaging in evaluation of the pathology (median: monoscopic: 4; stereoscopic: 3; p = 0.020) and in handling of the system (median: monoscopic: 5; stereoscopic: 2; p < 0.001). The second questionnaire showed that the anatomical characterization of the pathologies was comparable between both visualization methods. Most participants rated the stereoscopic visualization as worse compared to the monoscopic visualization, probably due to a lack of familiarity with the newer technique. Stereoscopic imaging, however, was not objectively inferior to traditional monoscopic imaging for anatomical comprehension. Further methodological developments and incorporation in routine clinical workflows will most likely enhance the usability and acceptance of stereoscopic visualization.

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“…While certainly promising outcomes, most work, including these studies, have focused on student attitudes towards assessment method, rather than directly comparing outcome scores to ensure equivalence of assessment across modalities. Further, the influence of stereoscopy on test success, a factor known to be important in learning anatomy (Brewer et al, 2012; Khot et al, 2013; Yammine and Violato, 2015; de Faria et al, 2016; Hackett and Proctor, 2018; Bernard et al, 2020; Bogomolova et al, 2020; Wainman et al, 2020) has not been considered.…”

Section: Introductionmentioning

confidence: 99%

Virtual Reality Bell‐Ringer: The Development and Testing of a Stereoscopic Application for Human Gross Anatomy

Brewer‐Deluce

Bak

Simms

et al. 2021

Anatomical Sciences Ed

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As post‐secondary education migrates online, developing and evaluating new avenues for assessment in anatomy is paramount. Three‐dimensional (3D) visualization technology is one area with the potential to augment or even replace resource‐intensive cadaver use in anatomical education. This manuscript details the development of a smartphone application, entitled “Virtual Reality Bell‐Ringer (VRBR),” capable of displaying monoscopic two‐dimensional (2D) or stereoscopic 3D images with the use of an inexpensive cardboard headset for use in spot examinations. Cadaveric image use, creation, and pinning processes are explained, and the source code is provided. To validate this tool, this paper compares traditional laboratory‐based spot examination assessment stations against those administered using the VRBR application to test anatomical knowledge. Participants (undergraduate, n = 38; graduate, n = 13) completed three spot examinations specific to their level of study, one in each of the modalities (2D, 3D, laboratory) as well as a mental rotation test (MRT), Stereo Fly stereotest, and cybersickness survey. Repeated measures ANCOVA suggested participants performed significantly better on laboratory and 3D stations compared to 2D stations. Moderate to severe cybersickness symptoms were reported by 63% of participants in at least one category while using the VRBR application. Highest reported symptoms included: eye strain, general discomfort, difficulty focusing, and difficulty concentrating. Overall, the VRBR application is a promising tool for its portability, affordability, and accessibility. Due to reported cybersickness and other technical limitations, the use of VRBR as an alternative to cadaveric specimens presents several challenges when testing anatomy knowledge that must be addressed before widespread adoption.

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Does 3D stereoscopy support anatomical education?

Cited by 18 publications

References 28 publications

Integration of innovative educational technologies in anatomy teaching: new normal in anatomy education

Integration of innovative educational technologies in anatomy teaching: new normal in anatomy education

Does stereoscopic imaging improve the memorization of medical imaging by neurosurgeons? Experience of a single institution

Virtual Reality Bell‐Ringer: The Development and Testing of a Stereoscopic Application for Human Gross Anatomy

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