Interdimensional Travel: Visualisation of 3D-2D Transitions in Anatomy Learning

Keenan, Iain D.; Powell, Megan

doi:10.1007/978-3-030-37639-0_6

Cited by 14 publications

(26 citation statements)

References 92 publications

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“…The findings presented here have, therefore, highlighted the need to develop early practical and self‐directed interventions to support student understanding of the principles and concepts required for the appreciation of anatomy in both two and three dimensions. This is with a view to facilitating successful interpretation of cross‐sectional images, which in turn has the potential to support deeper anatomical understanding (Erkonen et al, 1992; Dettmer et al, 2010; Slon et al, 2014; Keenan and Ben Awadh, 2019; Keenan and Powell, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…It is likely that the combination of multimodal resources is the key to the success of the VT3DP activity, as supported by the modality appropriateness hypothesis (Lodge et al, 2016), whereby an understanding of three‐dimensional anatomy is applied to two‐dimensional cross‐sections through simultaneous usage of two and three‐dimensional resources (Keenan and Ben Awadh, 2019; Keenan and Powell, 2020). Additionally, a previous study has found no significant difference in student performance when using cross‐sectional image scans alongside cross‐sectional anatomy (Khalil et al, 2005b), suggesting that two‐dimensional image interpretation should be supplemented with three‐dimensional resources.…”

Section: Discussionmentioning

confidence: 99%

“…Total first‐ and second‐year contact time in the anatomy laboratory for each student within the pre‐2017 curriculum was 57 hours and is now 28 hours in the current post‐2017 curriculum. Practical anatomy classes within the current and previous program curricula incorporated the usage of prosections, plastic models and digital resources, as previously described by the authors (Backhouse et al, 2017; Keenan and Ben Awadh, 2019; Keenan and Powell, 2020).…”

Section: Methodsmentioning

confidence: 99%

“…Within a constructivist framework (Dalgarno, 2002; Dennick, 2008; Ausubel, 2012), it can be proposed that learners would cognitively formulate an understanding of the appearance, position, size and relationships of anatomical features in cross‐sectional views based on their existing knowledge of the same structures and relationships in three‐dimensions. Incorporating three‐dimensional resources alongside two‐dimensional cross‐sections is, therefore, likely to facilitate this process by supporting students in their actual observation of, and therefore, immediate cognitive access to, this prior three‐dimensional understanding (Keenan and Powell, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Multimodal Three‐Dimensional Visualization Enhances Novice Learner Interpretation of Basic Cross‐Sectional Anatomy

Awadh

Clark

Clowry

et al. 2021

Anatomical Sciences Ed

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While integrated delivery of anatomy and radiology can support undergraduate anatomical education, the interpretation of complex three-dimensional spatial relationships in crosssectional and radiological images is likely to be demanding for novices. Due to the value of technology-enhanced and multimodal strategies, it was hypothesized that simultaneous digital and physical learning could enhance student understanding of cross-sectional anatomy. A novel learning approach introduced at a United Kingdom university medical school combined visualization table-based thoracic cross-sections and digital models with a three-dimensional printed heart. A mixed-method experimental and survey approach investigated student perceptions of challenging anatomical areas and compared the multimodal intervention to a two-dimensional cross-section control. Analysis of seven-point Likert-type responses of new medical students (n = 319) found that clinical imaging (mean 5.64 SD ± 1.20) was significantly more challenging (P < 0.001) than surface anatomy (4.19 ± 1.31) and gross anatomy (4.92 ± 1.22). Pre-post testing of students who used the intervention during their first anatomy class at medical school (n = 229), identified significant increases (P < 0.001) in thoracic cross-sectional anatomy interpretation performance (mean 31.4% ± 15.3) when compared to the subsequent abdominal control activity (24.1% ± 17.6). Student test scores were independent of mental-rotation ability. As depicted on a seven-point Likert-type scale, the intervention may have contributed to students considering cross-sectional interpretation of thoracic images (4.2 ± 1.23) as significantly less challenging (P < 0.001) than comparable abdominal images (5.59 ± 1.14). These findings could have implications for how multimodal cross-sectional anatomy learning approaches are implemented within medical curricula. Anat Sci Educ 15: 127-142.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Multimodal Three‐Dimensional Visualization Enhances Novice Learner Interpretation of Basic Cross‐Sectional Anatomy

Awadh

Clark

Clowry

et al. 2021

Anatomical Sciences Ed

Self Cite

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“…The available literature repeatedly emphasizes the need to move from a 2D representation of anatomical structures in atlases and textbooks to computer-aided 3D visualization [ 3 , 4 ]. Anatomy education requires an understanding of the position and size of structures in space and involves the identification of landmarks in specimens and clinical images [ 5 ].…”

Section: Introductionmentioning

confidence: 99%

Digital science platform: an interactive web application and database of osteological material for anatomy education

et al. 2022

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Background To meet the remote-learning constraints imposed due to the COVID-19 pandemic, the Digital Science Platform was developed. Human anatomy courses require practical classes that involve working on prepared specimens, although access to such specimens has been restricted. Therefore, the aim was to prepare appropriate-quality, scanned 3D model databases of human bone specimens and an interactive web application for universal access to educational materials. Main body The database is located on the pcn.cnt.edu.pl website and contains 412 three-dimensional osteological models created via a structured light scanner, tomography and microtomography. The webservice contains a search engine and enables interactive visualization of the models. The database can be accessed, without restrictions, by any student or researcher wishing to use the models for noncommercial purposes. The stored models can be visualized with the open-source VisNow platform, which is also available to download from the webservice. The MariaDB backend database was deployed, and an Apache server with a personal home page (PHP) frontend was used. Conclusion The models in the database are unique due to the specific digitalization process and skeleton specimen origin. Further development of the Digital Science Platform is foreseen in the near future to digitize other valuable materials.

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Transforming musculoskeletal anatomy learning with haptic surface painting

Shapiro

Hobbs

Keenan

2023

Anatomical Sciences Ed

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Anatomical body painting has traditionally been utilized to support learner engagement and understanding of surface anatomy. Learners apply two-dimensional representations of surface markings directly on to the skin, based on the identification of key landmarks. Esthetically satisfying representations of musculature and viscera can also be created. However, established body painting approaches do not typically address three-dimensional spatial anatomical concepts. Haptic Surface Painting (HSP) is a novel activity, distinct from traditional body painting, and aims to develop learner spatial awareness. The HSP process is underpinned by previous work describing how a Haptico-visual observation and drawing method can support spatial, holistic, and collaborative anatomy learning. In HSP, superficial and underlying musculoskeletal and vascular structures are located haptically by palpation. Transparent colors are then immediately applied to the skin using purposive and cross-contour drawing techniques to produce corresponding visual representations of learner observation and cognition. Undergraduate students at a United Kingdom medical school (n = 7) participated in remote HSP workshops and focus groups. A phenomenological study of learner perspectives identified four themes from semantic qualitative analysis of transcripts: Three-dimensional haptico-visual exploration relating to learner spatial awareness of their own anatomy; cognitive freedom and accessibility provided by a flexible and empowering learning process; altered perspectives of anatomical detail, relationships, and clinical relevance; and delivery and context, relating to curricular integration, session format, and educator guidance. This work expands the pedagogic repertoire of anatomical body painting and has implications for anatomy educators seeking to integrate innovative, engaging, and effective learning approaches for transforming student learning.

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Interdimensional Travel: Visualisation of 3D-2D Transitions in Anatomy Learning

Cited by 14 publications

References 92 publications

Multimodal Three‐Dimensional Visualization Enhances Novice Learner Interpretation of Basic Cross‐Sectional Anatomy

Multimodal Three‐Dimensional Visualization Enhances Novice Learner Interpretation of Basic Cross‐Sectional Anatomy

Digital science platform: an interactive web application and database of osteological material for anatomy education

Transforming musculoskeletal anatomy learning with haptic surface painting

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