Experimental evidence for improved neuroimaging interpretation using three‐dimensional graphic models

Abstract

Three-dimensional (3D) or volumetric visualization is a useful resource for learning about the anatomy of the human brain. However, the effectiveness of 3D spatial visualization has not yet been assessed systematically. This report analyzes whether 3D volumetric visualization helps learners to identify and locate subcortical structures more precisely than classical cross-sectional images based on a two dimensional (2D) approach. Eighty participants were assigned to each experimental condition: 2D cross-sectional visualization vs. 3D volumetric visualization. Both groups were matched for age, gender, visual-spatial ability, and previous knowledge of neuroanatomy. Accuracy in identifying brain structures, execution time, and level of confidence in the response were taken as outcome measures. Moreover, interactive effects between the experimental conditions (2D vs. 3D) and factors such as level of competence (novice vs. expert), image modality (morphological and functional), and difficulty of the structures were analyzed. The percentage of correct answers (hit rate) and level of confidence in responses were significantly higher in the 3D visualization condition than in the 2D. In addition, the response time was significantly lower for the 3D visualization condition in comparison with the 2D. The interaction between the experimental condition (2D vs. 3D) and difficulty was significant, and the 3D condition facilitated the location of difficult images more than the 2D condition. 3D volumetric visualization helps to identify brain structures such as the hippocampus and amygdala, more accurately and rapidly than conventional 2D visualization. This paper discusses the implications of these results with regards to the learning process involved in neuroimaging interpretation.

How Can We Show You, If You Can't See It? Trialing the Use of an Interactive Three‐Dimensional Micro‐CT Model in Medical Education

“…Making the models available for students to interact with using 3D visualization technology facilitates active user control to rotate and manipulate structures for visualization from multiple perspectives to develop visuospatial abilities essential to medical practice (Azer and Azer, ; Wainman et al, ). Three‐dimensional computer‐based visualizations have been shown to enhance spatial abilities in some studies (Ruisoto et al, ; Müller‐Stich et al, ; Hoyek et al, ; Kong et al, ), but not in others (Hu et al, ; Keedy et al, ; Khot et al, ). In addition, it has been reported that the effectiveness of educational models is related more to the mode of delivery and integration, rather than the model itself per se (Nnodim, ; Wilson et al, ).…”

Computer Applications in Health Science Education

“…In fact, the integration of new technologies in the classroom is one of the keys to success in health education and recent research is focusing on measuring the impact of using new technologies. Readings, online assignments and lectures, and other interactive materials prepare students for in-class discussions and are perceived as more attractive than traditional learning materials [1,2].…”

The Current Status of Anatomy Knowledge: Where Are We Now? Where Do We Need to Go and How Do We Get There?

“…53,54 I think that such technologies should be further explored, for it could be a valuable supplement wherever severe shortage in teaching gross anatomy exists. [55][56][57][58][59][60][61][62][63] In addition, some authors reported promising results Downloaded by [Selcuk Universitesi] at 06: 59 27 December 2014 using e-learning and computer-aided methods applied to anatomy teaching. [64][65][66][67] One of the actual challenges in anatomy teaching is in integrating traditional and modern methods in a modern curriculum rather than proving the superiority of one over the other or simply discarding the "old" ones.…”