Effectiveness of using cross-sections in the recognition of anatomical structures in radiological images

Self Cite

This research is an effort to best utilize the interactive anatomical images for instructional purposes based on cognitive load theory. Three studies explored the differential effects of three computer-based instructional strategies that use anatomical cross-sections to enhance the interpretation of radiological images. These strategies include: (1) cross-sectional images of the head that can be superimposed on radiological images, (2) transparent highlighting of anatomical structures in radiological images, and (3) cross-sectional images of the head with radiological images presented side-by-side. Data collected included: (1) time spent on instruction and on solving test questions, (2) mental effort during instruction and test, and (3) students' performance to identify anatomical structures in radiological images. Participants were 28 freshmen medical students (15 males and 13 females) and 208 biology students (190 females and 18 males). All studies used posttest-only control group design, and the collected data were analyzed by either t test or ANOVA. In self-directed computer-based environments, the strategies that used cross sections to improve students' ability to recognize anatomic structures in radiological images showed no significant positive effects. However, when increasing the complexity of the instructional materials, cross-sectional images imposed a higher cognitive load, as indicated by higher investment of mental effort. There is not enough evidence to claim that the simultaneous combination of cross sections and radiological images has no effect on the identification of anatomical structures in radiological images for novices. Further research that control for students' learning and cognitive style is needed to reach an informative conclusion.

Section: Discussionsupporting

confidence: 78%

Effects of instructional strategies using cross sections on the recognition of anatomical structures in correlated CT and MR images

Khalil

Paas

Johnson

et al. 2008

Self Cite

“…These studies demonstrate that students' abilities to identify anatomical structures in radiological images improve when instructed using the same images or modalities. Conversely, Khalil et al (2005) found that there was no difference in the ability of students who were exposed to both cross sections and MR images and students only exposed to MR images to identify anatomical structures in radiological images. It is unclear whether students' understanding of anatomy and anatomical spatial relationships improves when they view specimens or images that are different from those used for the initial instruction.…”

Section: Introductionmentioning

confidence: 79%

Incorporating radiology into medical gross anatomy: Does the use of cadaver CT scans improve students' academic performance in anatomy?

Lufler

Zumwalt

Romney

et al. 2010

117

127

Radiological images show anatomical structures in multiple planes and may be effective for teaching anatomical spatial relationships, something that students often find difficult to master. This study tests the hypotheses that (1) the use of cadaveric computed tomography (CT) scans in the anatomy laboratory is positively associated with performance in the gross anatomy course and (2) dissection of the CT-scanned cadaver is positively associated with performance on this course. One hundred and seventy-nine first-year medical students enrolled in gross anatomy at Boston University School of Medicine were provided with CT scans of four cadavers, and students were given the opportunity to choose whether or not to use these images. The hypotheses were tested using logistic regression analysis adjusting for student demographic characteristics. Students who used the CT scans were more likely to score greater than 90% as an average practical examination score (odds ratio OR 3.6; 95% CI 1.4, 9.2), final course grade (OR 2.6; 95% CI 1.01, 6.8), and on spatial anatomy examination questions (OR 2.4; 95% CI 1.03, 5.6) than were students who did not use the CT scans. There were no differences in performance between students who dissected the scanned cadavers and those who dissected a different cadaver. These results demonstrate that the use of CT scans in medical gross anatomy is predictive of performance in the course and on questions requiring knowledge of anatomical spatial relationships, but it is not necessary to scan the actual cadaver dissected by each student.

“…In other words, only students familiar with regional anatomy from cadaver dissection can understand sectional anatomy. Acquisition of knowledge of sectional anatomy also enables students to review macroscopic anatomy and prepares them for the interpretation of CTs and MRIs in future clinical training (Khalil et al, 2005(Khalil et al, , 2008. In a sectional anatomy class, numerous structures are difficult to present.…”

Section: Discussionmentioning

confidence: 99%

“…The inclusion of sectional anatomy training in medical school curricula has been shown to have a great impact on subsequent CT interpretation (de Barros et al, 2001). In another study, students showed strong preferences for the presentation of sections with their corresponding MRIs, because it helped the students interpret the MRIs (de Barros et al, 2001;Khalil et al, 2005).…”

Section: Introductionmentioning

confidence: 97%

Browsing software of the Visible Korean data used for teaching sectional anatomy

Shin

Chung

Park

et al. 2011

The interpretation of computed tomographs (CTs) and magnetic resonance images (MRIs) to diagnose clinical conditions requires basic knowledge of sectional anatomy. Sectional anatomy has traditionally been taught using sectioned cadavers, atlases, and/or computer software. The computer software commonly used for this subject is practical and efficient for students but could be more advanced. The objective of this research was to present browsing software developed from the Visible Korean images that can be used for teaching sectional anatomy. One thousand seven hundred and two sets of MRIs, CTs, and sectioned images (intervals, one millimeter) of a whole male cadaver were prepared. Over 900 structures in the sectioned images were outlined and then filled with different colors to elaborate each structure. Software was developed where four corresponding images could be displayed simultaneously; in addition, the structures in the image data could be readily recognized with the aid of the color-filled outlines. The software, distributed free of charge, could be a valuable tool to teach medical students. For example, sectional anatomy could be taught by showing the sectioned images with real color and high resolution. Students could then review the lecture by using the sectioned and color-filled images on their own computers. Students could also be evaluated using the same software. Furthermore, other investigators would be able to replace the images for more comprehensive sectional anatomy.