Three-Dimensional Display Technologies for Anatomical Education: A Literature Review

Hackett, Matthew; Proctor, Michael D.

doi:10.1007/s10956-016-9619-3

Cited by 82 publications

(71 citation statements)

References 105 publications

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“…Results suggest that estimating anatomical‐spatial relations from stereoscopic templates was significantly more successful than using non‐stereoscopic templates. This is in line with findings about enhanced structure recognition in gross anatomy education applying static stereoscopic imagery (Hilbelink, ; Abildgaard et al, ; Remmele et al, ; Hackett and Proctor, ). With p

η

2 = 0.129 this effect can be interpreted as almost strong.…”

Section: Discussionsupporting

confidence: 90%

“…Moreover, it appears that even medical schools have little resources for providing learning experiences in gross anatomy with original material such as cadaver dissections (Drake et al, ; Gregory et al, ; Drake, ). Some researchers have therefore identified the usage of three‐dimensional digital formats as common alternatives (Aziz et al, ; McLachlan and Patten, ; Tam et al, ; Rizzolo et al, ; Nguyen et al, ; Hackett and Proctor, ). Applying computer‐based digital imagery, non‐stereoscopic and stereoscopic representation formats are used to display anatomical properties (Nguyen et al, ; Remmele et al, ; Hackett and Proctor, ).…”

Section: Introductionmentioning

confidence: 99%

“…This happens by utilizing certain hardware technologies such as polarizer glasses or shutter glasses (Urey et al, ). In contrast, when looking at non‐stereoscopic pictures such as software applications, depth impression arises due to monocular depth cues such as relative size, texture or object motion parallax (“motion”) solely (van Beurden et al, ; Hackett and Proctor, ). Especially the monocular depth cue motion was found to provide enhanced information on spatiality comparable to stereoscopy (Rogers and Graham, ; Sollenberger and Milgram, ; Ware and Mitchell, ).…”

Section: Introductionmentioning

confidence: 99%

“…Visual discomfort is a subjective sensation of impairments (Lambooij et al, ). The most common reason for visual discomfort appears to be a mismatch between vergence and accommodation (Inoue and Ohzu, ; Lambooij et al, ; Hackett and Proctor, ). When observing objects close to us, vergence and accommodation are related to one another, in that each alignment of one eye to the other has a corresponding accommodation grade.…”

Section: Introductionmentioning

confidence: 99%

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The impact of stereoscopic imagery and motion on anatomical structure recognition and visual attention performance

Remmele

Schmidt²,

Lingenfelder³

et al. 2017

Anatomical Sciences Ed

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Gross anatomy is located in a three-dimensional space. Visualizing aspects of structures in gross anatomy education should aim to provide information that best resembles their original spatial proportions. Stereoscopic three-dimensional imagery might offer possibilities to implement this aim, though some research has revealed potential impairments that may result from observing stereoscopic visualizations, such as discomfort. However, possible impairments of working memory such as decreased visual attention performance due to applying this technology in gross anatomy education have not yet been investigated. Similarly, in gross anatomy education the impact of stereoscopic imagery on learners' recognition of anatomical-spatial relationships and the impact of different presentation formats have only been investigated in a small number of studies. In this study, the performance of 171 teacher trainees working on the anatomy of hearing was examined, either with non-stereoscopic or stereoscopic imagery. Static and dynamic picture presentations were applied. Overall, benefits for stereoscopic imagery on estimating anatomical-spatial relations were found. The performance on a visual attention test indicates that the impact of stereoscopic visualizations on the human cognitive system varies more from person to person compared to non-stereoscopic visualizations. In addition, combinations of temporarily moving pictures and stereoscopic imagery lead to decreased visual attention performance compared to combinations of moving pictures and non-stereoscopic imagery. Anat Sci Educ 11: 15-24. © 2017 American Association of Anatomists.

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η

2 = 0.129 this effect can be interpreted as almost strong.…”

Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The impact of stereoscopic imagery and motion on anatomical structure recognition and visual attention performance

Remmele

Schmidt²,

Lingenfelder³

et al. 2017

Anatomical Sciences Ed

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“…Meta-analyses and review articles on the subject have found that 3-D visualisations are generally beneficial for student performance and are viewed positively by students. 33,34 Inside the classroom, 3-D anatomical visualisations are employed as adjuncts to traditional educational practice, 35 enabling on-demand and distance-based learning. 20,36,37 Further, multimodal instruction employing a combination of 3-D multimedia, procedural anatomy, clinical anatomy, imaging and dissection or prosecution is suggested as the basis for modernisation of anatomical education, [38][39][40] especially in the light of cadaver cost and scarcity.…”

mentioning

confidence: 99%

The effect of autostereoscopic holograms on anatomical knowledge: a randomised trial

Hackett

Proctor

2018

Medical Education

Self Cite

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Context Three‐dimensional (3‐D) visualisation in anatomical education has been shown to be broadly beneficial for students. However, there is limited research on the relative efficacy of 3‐D modalities. This study compares knowledge performance, mental effort and instructional efficiency between autostereoscopic 3‐D visualisation (holograms), monoscopic 3‐D visualisation (3‐DPDFs) and a control (2‐D printed images). Methods A cardiac anatomy model was used to generate holograms, 3‐DPDFs and 2‐D printed images. Nursing student participants (n = 179) were randomised into three groups: holograms (n = 60), 3‐DPDFs (n = 60) and printed images (n = 59). Participants completed a pre‐test followed by a self‐study period using the anatomical visualisation. Afterwards, participants completed the NASA‐Task Load Index (NASA‐TLX) cognitive load instrument and a knowledge post‐test. Results Post‐test results showed participants studying with holograms (median = 80.0, interquartile range [IQR] = 66.7–86.7) performed significantly better regarding cardiac anatomy knowledge than participants using 3‐DPDF (median = 66.7, IQR = 53.3–80.0, p = 0.008) or printed images (median = 66.7, IQR = 53.3–80.0, p = 0.007). Mental effort scores, on a scale from 1 to 20, showed hologram (mean = 4.9, standard deviation [SD] = 3.56) and 3‐DPDF participants (mean = 4.9, SD = 3.79) reported significantly lower cognitive load than printed images (mean = 7.5, SD = 4.9, p < 0.005). Instructional efficiency (E) of holograms (E = 0.35) was significantly higher than printed images (E = −0.36, p < 0.001), although not significantly higher than 3‐DPDF (E = 0.03, p = 0.097). Conclusions Participants using holograms demonstrated significant knowledge improvement over printed images and monoscopic 3‐DPDF models, suggesting additional depth cues from holographic visualisation provide benefit in understanding spatial anatomy. Mental effort scores and instructional efficiency of holograms indicate holograms are a cognitively efficient instructional medium. These findings highlight the need for further study of novel 3‐D technologies and learning performance.

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Development and Assessment of a Three‐Dimensional Tooth Morphology Quiz for Dental Students

Lone

Vagg

Theocharopoulos

et al. 2018

Anatomical Sciences Ed

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Tooth morphology has a pivotal role in the dental curriculum and provides one of the important foundations of clinical practice. To supplement tooth morphology teaching a three‐dimensional (3D) quiz application (app) was developed. The 3D resource enables students to study tooth morphology actively by selecting teeth from an interactive quiz, modify their viewpoint and level of zoom. Additionally, students are able to rotate the tooth to obtain a 3D spatial understanding of the different surfaces of the tooth. A cross‐over study was designed to allow comparison of students’ results after studying with the new application or traditionally with extracted/model teeth. Data show that the app provides an efficient learning tool and that students’ scores improve with usage (18% increase over three weeks, P < 0.001). Data also show that student assessment scores were correlated with scores obtained while using the app but were not influenced by the teaching modality initially accessed (r2 = 0.175, P < 0.01). Comparison of the 2016 and 2017 class performance shows that the class that had access to the app performed significantly better on their final tooth morphology assessment (68.0% ±15.0 vs. 75.3% ±13.4, P < 0.01). Furthermore, students reported that the 3D application was intuitive, provided useful feedback, presented the key features of the teeth, and assisted in learning tooth morphology. The 3D tooth morphology app thus provides students with a useful adjunct teaching tool for learning dental anatomy. Anat Sci Educ 00: 000–000. © 2018 American Association of Anatomists.

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Three-Dimensional Display Technologies for Anatomical Education: A Literature Review

Cited by 82 publications

References 105 publications

The impact of stereoscopic imagery and motion on anatomical structure recognition and visual attention performance

The impact of stereoscopic imagery and motion on anatomical structure recognition and visual attention performance

The effect of autostereoscopic holograms on anatomical knowledge: a randomised trial

Development and Assessment of a Three‐Dimensional Tooth Morphology Quiz for Dental Students

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