Three-dimensional visualisation improves understanding of surgical liver anatomy

Beermann, Judith; Tetzlaff, Ralf; Brückner, Thomas; Schöebinger, Max; Müller‐Stich, Beat P.; Gutt, Carsten N.; Meinzer, Hans Peter; Kadmon, Martina; Fischer, Lars

doi:10.1111/j.1365-2923.2010.03742.x

Cited by 62 publications

(53 citation statements)

References 21 publications

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“…Several recent publications have examined the value of multimedia tools for medical instruction with controlled experiments. The results of these studies have varied, with some studies concluding that there is a distinct educational benefit from higher technology instruction (Hallgren et al, 2002;Hudson, 2004;Prinz et al, 2005;Nicholson et al, 2006;Beranova and Sykes, 2007;Jurgaitis et al, 2008;Beermann et al, 2010;Estevez et al, 2010), while others have found that these modules offer no benefit, or that traditional methods of instruction are superior (Garg et al, 2002;Hariri et al, 2004;Mayer et al, 2005;Huk, 2006;Levison, 2006).…”

Section: Introductionmentioning

confidence: 99%

Comparison of traditional methods with 3D computer models in the instruction of hepatobiliary anatomy

Keedy

Durack

Sandhu

et al. 2011

Anatomical Sciences Ed

108

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This study was designed to determine whether an interactive three-dimensional presentation depicting liver and biliary anatomy is more effective for teaching medical students than a traditional textbook format presentation of the same material. Forty-six medical students volunteered for participation in this study. Baseline demographic information, spatial ability, and knowledge of relevant anatomy were measured. Participants were randomized into two groups and presented with a computer-based interactive learning module comprised of animations and still images to highlight various anatomical structures (3D group), or a computer-based text document containing the same images and text without animation or interactive features (2D group). Following each teaching module, students completed a satisfaction survey and nine-item anatomic knowledge post-test. The 3D group scored higher on the post-test than the 2D group, with a mean score of 74% and 64%, respectively; however, when baseline differences in pretest scores were accounted for, this difference was not statistically significant (P = 0.33). Spatial ability did not statistically significantly correlate with post-test scores for the 3D group or the 2D group. In the post-test satisfaction survey the 3D group expressed a statistically significantly higher overall satisfaction rating compared to students in the 2D control group (4.5 versus 3.7 out of 5, P = 0.02). While the interactive 3D multimedia module received higher satisfaction ratings from students, it neither enhanced nor inhibited learning of complex hepatobiliary anatomy compared to an informationally equivalent traditional textbook style approach. .

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Section: Introductionmentioning

confidence: 99%

Comparison of traditional methods with 3D computer models in the instruction of hepatobiliary anatomy

Keedy

Durack

Sandhu

et al. 2011

Anatomical Sciences Ed

108

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“…Therefore, to increase safe right lateral sector LDLT and to overcome donor shortage, accurate preoperative anatomical evaluation and excellent surgical technique coping with the particular anatomical variants are required. Anatomical understanding based on the 2D images is not sufficient 8) . The understanding of the 3D vascular and biliary anatomy will contribute to a better definition of the anatomical contraindications for transplantation, and to achieve successful right lateral sector LDLT.…”

Section: Resultsmentioning

confidence: 99%

Spatial Anatomical Variation of Segmental Hepatic Vasculature and Bile Duct Assessed by Integrated 3D CT Images for Right Lateral Sector Graft Liver Transplantation

Okuda¹,

Yoshida²

2012

Computed Tomography - Clinical Applications

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“…44 Other studies randomized medical students to different educational modalities to determine how students most effectively learn to use proper pressurized metered dose inhalers 45 and to recognize agonal breathing as a sign of cardiac arrest. 46 As a final example, randomized controlled studies in gastroenterology have assisted in ascertaining the effects of various educational experiences, including: 3D visualizations on learning of liver anatomy, 47,48 role-playing and simulations in the learning of digital rectal exam, 49 and abdominal ultrasound training in learning the physical examination of the abdomen. 50 Further studies assess the value of computer-aided learning on student understanding of the anatomy and physiology of the liver and biliary tree, 51 as well as the influence of peer teaching on students' knowledge acquisition and retention in a gastroenterology/hematology course.…”

Section: Discussionmentioning

confidence: 99%

Nephrology education for medical students: a narrative review

2016

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Background: Strategies used to teach nephrology to medical students are not well studied. This study assesses the published literature on medical student education in nephrology. Methods: A review of the published literature on nephrology education for medical students was conducted on two major online search engines (PubMed and ERIC). In addition, references of the manuscripts discovered in these searches were reviewed. The empirical studies were categorized by subject within nephrology and research design. Results: We found 26 original studies in which a method of teaching nephrology to medical students was described. The studies dated from 1977 to 2015. The focus of these nephrology teaching experiences was as follows: anatomy (6.5%), physiology (22.6%), pathophysiology (29.0%), pathology (6.5%), treatment (25.8%), and general nephrology (9.7%). The studies were also categorized into various types of research design. 6.9% had either no assessment of the educational experience or had a description too vague to categorize it; 3.4% involved a survey about the existing educational approach before a curriculum change was implemented; 55.2% used surveys or tests after an educational course was carried out; 10.3% sought feedback from students before and after the educational experience; 13.8% were case studies; and 10.3% included a randomized controlled trial. The randomized controlled trials involved teaching techniques focused on the pathophysiology of renal disease. Conclusions: Rigor was lacking in most empirical studies on medical student education in nephrology. Well-designed randomized controlled studies are needed to accurately assess the effectiveness of the educational techniques introduced into medical school curricula.

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Three-dimensional visualisation improves understanding of surgical liver anatomy

Abstract: This study showed that 3-D imaging significantly improved the identification of complex surgical liver anatomy. Male students benefited significantly more than female students from 3-D presentations. Use of colour in 3-D presentation did not improve student performance.

Cited by 62 publications

References 21 publications

Comparison of traditional methods with 3D computer models in the instruction of hepatobiliary anatomy

Comparison of traditional methods with 3D computer models in the instruction of hepatobiliary anatomy

Spatial Anatomical Variation of Segmental Hepatic Vasculature and Bile Duct Assessed by Integrated 3D CT Images for Right Lateral Sector Graft Liver Transplantation

Nephrology education for medical students: a narrative review

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