Evaluation of a surgical simulator for learning clinical anatomy

Hariri, Sanaz; Rawn, Catherine D.; Srivastava, Saket; Youngblood, Patricia; Ladd, Amy L.

doi:10.1111/j.1365-2929.2004.01897.x

Cited by 79 publications

(71 citation statements)

References 9 publications

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“…This includes the use of prosections versus dissections of cadaveric materials [2,3], problem-based learning (PBL) [4,5], virtual-reality surgical simulators [6], computer-aided instruction [7] amongst others. Plastination was introduced by Professor Gunther von Hagens in 1977 [8] as a method of preservation of cadavers and biological OPEN    ACCESS specimens keeping it fulsome, lifelike and indefinitely antiseptic.…”

Section: Introductionmentioning

confidence: 99%

The Awareness of Medical Students in Nigerian Universities about the Use of Plastinated Specimens for Anatomical Studies

Azu¹,

Peter²,

Etuknwa³

et al. 2012

Macedonian Journal of Medical Sciences

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Over the past decade, the role of anatomical teaching in the undergraduate medical curriculum has changed considerably. At some medical schools, active dissection of cadaveric specimens is gradually being replaced by prosection-based methods and other resources such as e-learning, use of plastinated materials and models. Academic faculties in some of our medical schools are recently obtaining necessary skills in plastination technology which would aid in the future production and usage of plastinated prosections. The latter would be used as adjunct to wet cadaveric specimens in undergraduate anatomy teaching. The aim of this study was to examine students' views on the use of plastinated prosections for their anatomical learning. This was a cross-sectional study using questionnaires and focus group for data collection. The questionnaire was completed by 280 undergraduate medical and anatomy students out of 300 (response rate 93%). The majority of students (70%) have never heard of plastination before while 40 % of the remainder heard through the internet. Also, 94.29% rated plastinated prosections as a valuable resource for their anatomical learning and would want to learn about the technique. While 75% of respondents felt that students would benefit immensely from plastinated prosections, more than 78% said it should be used alongside other cadaveric materials. We conclude that plastinated prosections are an adequate resource for the early stages of undergraduate training, but that the learning experience may be further enhanced by providing opportunity for the study of wet cadaveric material.

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Section: Introductionmentioning

confidence: 99%

The Awareness of Medical Students in Nigerian Universities about the Use of Plastinated Specimens for Anatomical Studies

Azu¹,

Peter²,

Etuknwa³

et al. 2012

Macedonian Journal of Medical Sciences

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“…Some studies report benefits of using computer-based programs over traditional material (Garg, Norman, & Sperotable, 2001;Luursema, Verwey, Kommers, & Annema, 2008;Luursema, Verwey, Kommers, Geelkerken, & Vos, 2006;Nicholson, Chalk, Funnell, & Daniel, 2006). Other studies report computer-based programs to be either as efficient as traditional teaching material (Codd & Chaudhury, 2011;Hariri, Rawn, Srivastava, Youngblood, & Ladd, 2004;Garg, Norman, Eva, Spero, & Sharan, 2002;Keedy, et aI., 2011), or inferior to traditional approaches (Garg, Norman, Spero, & Maheshwari, 1999;Levinson, Weaver, Garside, McGinn, & Norman, 2007). However, the relatively poor performance by computerbased groups in these studies can be explained by several points.…”

Section: Introductionmentioning

confidence: 44%

Learning from graphically integrated 2D and 3D representations improves retention of neuroanatomy.

Naaz

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Visualizations in the form of computer-based learning environments are highly encouraged in science education, especially for teaching spatial material. Some spatial material, such as sectional neuroanatomy, is very challenging to learn. It involves learning the two dimensional (2D) representations that are sampled from the three dimensional (3D) object. In this study, a computer-based learning environment was used to explore the hypothesis that learning sectional neuroanatomy from a graphically integrated 2D and 3D representation will lead to better learning outcomes than learning from a sequential presentation. The integrated representation explicitly demonstrates the 2D-3D transformation and should lead to effective learning. This study was conducted using a computer graphical model of the human brain.There were two learning groups: Whole then Sections, and Integrated 2D3D. Both groups learned whole anatomy (3D neuroanatomy) before learning sectional anatomy (2D neuroanatomy). The Whole then Sections group then learned sectional anatomy using 2D v representations only. The Integrated 2D3D group learned sectional anatomy from a graphically integrated 3D and 2D model. A set of tests for generalization of knowledge to interpreting biomedical images was conducted immediately after learning was completed.The order of presentation of the tests of generalization of knowledge was counterbalanced across participants to explore a secondary hypothesis of the study: preparation for future learning. If the computer-based instruction programs used in this study are effective tools for teaching anatomy, the participants should continue learning neuroanatomy with exposure to new representations. A test of long-term retention of sectional anatomy was conducted 4-8 weeks after learning was completed.The Integrated 2D3D group was better than the Whole then Sections group in retaining knowledge of difficult instances of sectional anatomy after the retention interval. The benefit of learning from an integrated 2D3D representation suggests that there are some spatial transformations which are better retained if they are learned through an explicit demonstration. Participants also showed evidence of continued learning on the tests of generalization with the help of cues and practice, even without feedback. This finding suggests that the computer-based learning programs used in this study were good tools for instruction of neuroanatomy.VI

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“…Several other anatomical models have been created for anatomical education, including the bones of the wrist (Garg et al, 1999), the inner ear (Nicholson et al, 2006), the skull base and cranial nerves (Kakizawa et al, 2007), the abdomen (Luursema et al, 2006), the shoulder (Hariri et al, 2004), and the male pelvis (Brooks et al, 1998;Venuti et al, 2004). The effectiveness of these computer generated models as a viable and effective teaching tool is still under great debate.…”

Section: Discussionmentioning

confidence: 98%

Explorable three‐dimensional digital model of the female pelvis, pelvic contents, and perineum for anatomical education

Sergovich

Johnson

Wilson

2010

Anatomical Sciences Ed

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The anatomy of the pelvis is complex, multilayered, and its three-dimensional organization is conceptually difficult for students to grasp. The aim of this project was to create an explorable and projectable stereoscopic, three-dimensional (3D) model of the female pelvis and pelvic contents for anatomical education. The model was created using cryosection images obtained from the Visible Human Project, in conjunction with a general-purpose three-dimensional segmentation and surface-rendering program. Anatomical areas of interest were identified and labeled on consecutive images. Each 2D slice was reassembled, forming a three-dimensional model. The model includes the pelvic girdle, organs of the pelvic cavity, surrounding musculature, the perineum, neurovascular structures, and the peritoneum. Each structure can be controlled separately (e.g. added, subtracted, made transparent) to reveal organization and/or relationships between structures. The model can be manipulated and/or projected stereoscopically to visualize structures and relationships from different angles with excellent spatial perception. Because of its ease of use and versatility, we expect this model may provide a powerful teaching tool for learning in the classroom or in the laboratory.

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Evaluation of a surgical simulator for learning clinical anatomy

Cited by 79 publications

References 9 publications

The Awareness of Medical Students in Nigerian Universities about the Use of Plastinated Specimens for Anatomical Studies

The Awareness of Medical Students in Nigerian Universities about the Use of Plastinated Specimens for Anatomical Studies

Learning from graphically integrated 2D and 3D representations improves retention of neuroanatomy.

Explorable three‐dimensional digital model of the female pelvis, pelvic contents, and perineum for anatomical education

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