The Visible Embryo Project: Embedded program objects for knowledge access, creation and management through the World Wide Web

Doyle, Michael D.; Ang, Cheong S.; Martin, David C.; Noe, Adrianne

doi:10.1016/s0895-6111(96)00040-7

Cited by 13 publications

(5 citation statements)

References 6 publications

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“…Among the first bioscientific applications for the early Web was the organization and distribution of data for the Visible Human Project (Ackerman, ; Baatz, ) and the Visible Embryo Project (Doyle et al, ), supported by the United States National Library of Medicine. Such projects reciprocally influenced the evolution of publicly released and commercial Web browser software, by necessitating the development of “plug‐in” software modules to support the display of high‐resolution cross‐sectional images (Doyle et al, ; Williams and Doyle, ). Other aspects of the Visible Human Project are covered in a separate section below.…”

Section: Hypertext Hypermedia and The Birth Of The World Wide Webmentioning

confidence: 99%

“…As previously noted (Bradley et al, ; Brinkley et al, ), the Digital Anatomist Project was the first to provide extensive anatomical learning resources for networked access in the form of an interactive atlas with extensive three‐dimensional (3D) animation and digital video. In addition to the Visible Embryo Project in the United States (Doyle et al, ), a consortium of United Kingdom universities soon made their human embryology databases accessible via the Web (Aiton et al, 1996). In an early telemedicine/tele‐education application, a collection of temporal bone, laryngeal, skull and sinus sections was made accessible in a Web‐based “virtual laboratory” for otolaryngology learning (Alusi et al, ).…”

Section: Hypertext Hypermedia and The Birth Of The World Wide Webmentioning

confidence: 99%

“…Funded as part of the National Science Foundation's Next Generation Internet initiative the Visible Embryo Project could easily be considered the offspring of the NLM‐funded Visible Human Project. More than just a data set development effort, the Visible Embryo Project aimed to develop a structured and organized collaborative database resource (Doyle et al, ). The project was headed by investigators from George Mason University, with digitization of the Carnegie embryo collection hosted by the Human Developmental Anatomy Center at the US Armed Forces Institute of Pathology (AFIT).…”

Section: The Visible Human Project and Internet‐based Human Structuramentioning

confidence: 99%

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From chalkboard, slides, and paper to e‐learning: How computing technologies have transformed anatomical sciences education

Trelease

2016

Anatomical Sciences Ed

195

163

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Until the late-twentieth century, primary anatomical sciences education was relatively unenhanced by advanced technology and dependent on the mainstays of printed textbooks, chalkboard- and photographic projection-based classroom lectures, and cadaver dissection laboratories. But over the past three decades, diffusion of innovations in computer technology transformed the practices of anatomical education and research, along with other aspects of work and daily life. Increasing adoption of first-generation personal computers (PCs) in the 1980s paved the way for the first practical educational applications, and visionary anatomists foresaw the usefulness of computers for teaching. While early computers lacked high-resolution graphics capabilities and interactive user interfaces, applications with video discs demonstrated the practicality of programming digital multimedia linking descriptive text with anatomical imaging. Desktop publishing established that computers could be used for producing enhanced lecture notes, and commercial presentation software made it possible to give lectures using anatomical and medical imaging, as well as animations. Concurrently, computer processing supported the deployment of medical imaging modalities, including computed tomography, magnetic resonance imaging, and ultrasound, that were subsequently integrated into anatomy instruction. Following its public birth in the mid-1990s, the World Wide Web became the ubiquitous multimedia networking technology underlying the conduct of contemporary education and research. Digital video, structural simulations, and mobile devices have been more recently applied to education. Progressive implementation of computer-based learning methods interacted with waves of ongoing curricular change, and such technologies have been deemed crucial for continuing medical education reforms, providing new challenges and opportunities for anatomical sciences educators. Anat Sci Educ 9: 583-602. © 2016 American Association of Anatomists.

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Section: Hypertext Hypermedia and The Birth Of The World Wide Webmentioning

confidence: 99%

Section: Hypertext Hypermedia and The Birth Of The World Wide Webmentioning

confidence: 99%

Section: The Visible Human Project and Internet‐based Human Structuramentioning

confidence: 99%

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From chalkboard, slides, and paper to e‐learning: How computing technologies have transformed anatomical sciences education

Trelease

2016

Anatomical Sciences Ed

195

163

View full text Add to dashboard Cite

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“…Basic computer-assisted anatomy programs started to appear in the early 1990s [ 3 , 4 ], and were often accompanied with multimedia approaches such as the ‘Slice Of Life’ videodiscs that served as a visual anatomy encyclopaedia [ 5 ]. Continuing advancements in hardware allowed for presentation software such as Microsoft PowerPoint to mostly replace blackboards and overhead projections in the 1990s [ 6 ], while the World Wide Web made the Visible Human Project [ 7 ] and similar programs like the Visible Embryo Project [ 8 ] possible. The mid-1990s also saw the use of computer-based stereoscopy, in which slightly offset two dimensional images are displayed in each eye to give the illusion of three dimensional depth [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

Augmented reality in medical education: students’ experiences and learning outcomes

Dhar

Rocks

Samarasinghe

et al. 2021

Medical Education Online

147

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Augmented reality (AR) is a relatively new technology that allows for digitally generated three-dimensional representations to be integrated with real environmental stimuli. AR can make use of smart phones, tablets, or other devices to achieve a highly stimulating learning environment and hands-on immersive experience. The use of AR in industry is becoming widespread with applications being developed for use not just for entertainment and gaming but also healthcare, retail and marketing, education, military, travel and tourism, automotive industry, manufacturing, architecture, and engineering. Due to the distinct learning advantages that AR offers, such as remote learning and interactive simulations, AR-based teaching programs are also increasingly being adopted within medical schools across the world. These advantages are further highlighted by the current COVID-19 pandemic, which has caused an even greater shift towards online learning. In this review, we investigate the use of AR in medical training/education and its effect on students' experiences and learning outcomes. This includes the main goals of AR-based learning, such as to simplify the delivery and enhance the comprehension of complex information. We also describe how AR can enhance the experiences of medical students, by improving knowledge and understanding, practical skills and social skills. These concepts are discussed within the context of specific AR medical training programs, such as HoloHuman, OculAR SIM, and HoloPatient. Finally, we discuss the challenges of AR in learning and teaching and propose future directions for the use of this technology in medical education.

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“…The basic idea behind AR was to mix the view of the real world with the virtual layer to introduce the digital world. The virtual content can entice senses like touch, smell, hearing and sight (8,9,10). The AR technology enhances the physical world features through a program application that utilizes one or more components (11).…”

Section: Main Functions Of Augmented Realitymentioning

confidence: 99%

Succeeding Generation of Augmented Reality Technology in Medical Education

Sayed,

Wadho,

Memon

et al. 2023

LMRJ

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This review discussed augmented reality (AR), a new emerging technology seen everywhere in our daily lives. Augmented reality is widely used in healthcare, advertising, and engineering industries. It seems like the world will combine the real and the virtual worlds. From an educational perspective, augmented reality allows multimedia materials. This review aimed to provide reported trends and critical synthesis to identify gaps in existing literature and research areas. The PubMed, Web of Science, and Discover databases were used as sources for the review of the literature. This review included published studies reported in peer-reviewed research journals between 2019 to 2021. Augmented reality-based learning programs are widely used in medical schools around the globe because it provides distinct learning sources, such as remote learning and simulation-based learning. The benefits have increased in the recent COVID-19 pandemic, making it possible to give online. Education systems, including medical institutions, used augmented reality for the experiments and training of their students. This review also discussed how AR can improve the knowledge and skills of medical students.

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The Visible Embryo Project: Embedded program objects for knowledge access, creation and management through the World Wide Web

Cited by 13 publications

References 6 publications

From chalkboard, slides, and paper to e‐learning: How computing technologies have transformed anatomical sciences education

From chalkboard, slides, and paper to e‐learning: How computing technologies have transformed anatomical sciences education

Augmented reality in medical education: students’ experiences and learning outcomes

Succeeding Generation of Augmented Reality Technology in Medical Education

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