The potential of computerized representations of anatomy in the training of health care providers

Abstract

The purpose of anatomy education is to develop the skills for anatomical reasoning, which is a requirement for performing a number of clinical tasks. Anatomical reasoning integrates an understanding of the three-dimensional (3-D) geometry of the body and its parts (the spatial domain of anatomical information) with an understanding of functional, developmental, pathological, and other relationships among anatomic entities (the symbolic domain of anatomical information). Traditional methods in anatomy have substantial shortcomings for representing and integrating these two information domains. Computer-based methods of knowledge representation have a great potential for overcoming the shortcomings and for promoting anatomical reasoning. To realize this potential, there is a need for (1) establishing 3-D electronic atlases of the human body; (2) generating models of symbolic anatomical information, and (3) developing computer programs (user interfaces) that integrate these knowledge sources and serve the needs of trainees and practitioners in different fields of the health sciences. The Digital Anatomist Program at the University of Washington has begun to build such a client-server framework for anatomical information, and its application for biomedical education is being evaluated.

Advanced 3D visualization in student-centred medical education

“…More recently, information technology (IT), and in particular 3D visualization, has improved the possibilities for students to imagine hidden structures and functions, thereby facilitating understanding of complex phenomena. The usefulness of 3D images is well documented (Rosse 1995;Zirkel & Zinkel 1997;Garg et al 2001;Dev 2002;McLachlan et al 2004). Simplification, in order to support student learning, might lead to misconceptions and misunderstandings that are hard to let go (Spiro et al 1989).…”

A VRML-based anatomical visualization tool for medical education

“…For instance, the models cao provide a broad view, appropriate for 3-D orientation, or focus on the details of structures and spatial relationships, appropriate for the planning of surgicaI procedures. Two capabilities of segmented computerized models particularly enhaoce the generation of a cognitive model by the trainee: (1) they can display anatomy not only from a regional point of view, as does cadaver dissection, but also by organ systems; and (2) this dispIay can he generated not ooly by electronically taking the model apart ("dissecting if') but by building up the body systems or regions from their components [Rosse 1995]. are to he used, complete integration into the curriculum is essential, since student participation tends to he low for optional Iearning activities.…”

“…Rosse argues that anatomy, among all biomedical disciplines, has the most to benefit from computer three-dimensional (3-D) visuaIization and knowIedge representation methods because they cao present data in its full 3-D form and at the same time can convey organizing notions of classification and relation [Rosse 1995]. Addition of 3-D infonnation will create new, more effective ways of assimiIating anatomy and histology.…”

“…rit is] the cognitive process that relates manifestations of normal and abnormai function to anatomie entities and seeks to expIain these manifestations in terms of the attributes of different anatomie structures [Rosse 1995]. …”

“…fonnalizing descriptions for comprehensive sets of anatomical concepts, the tenns that denote them, and the linkages that represent hierarchical and other relationships among anatomical concepts [Rosse 1995]. …”