Using Photogrammetry to Create a Realistic 3D Anatomy Learning Aid with Unity Game Engine

The consolidation of technology as an alternative strategy to cadaveric dissection for teaching anatomy in medical courses was accelerated by the recent Covid‐19 pandemic, which caused the need for social distance policies and the closure of laboratories and classrooms. Consequently, new technologies were created, and those already been developed started to be better explored. However, information about many of these instruments and resources is not available to anatomy teachers. This systematic review presents the technological means for teaching and learning about human anatomy developed and applied in medical courses in the last ten years, besides the infrastructure necessary to use them. Studies in English, Portuguese, and Spanish were searched in MEDLINE, Scopus, ERIC, LILACS, and SciELO databases, initially resulting in a total of 875 identified articles, from which 102 were included in the analysis. They were classified according to the type of technology used: three‐dimensional (3D) printing (n = 22), extended reality (n = 49), digital tools (n = 23), and other technological resources (n = 8). It was made a detailed description of technologies, including the stage of the medical curriculum in which it was applied, the infrastructure utilized, and which contents were covered. The analysis shows that between all technologies, those related to the internet and 3D printing are the most applicable, both in student learning and the financial cost necessary for its structural implementation.

Section: Resultsmentioning

confidence: 99%

Technological resources for teaching and learning about human anatomy in the medical course: Systematic review of literature

Santos

Barreira

Saad

2021

“…Studies indicate that elimination of gross anatomy dissection from the curriculum results in diminished student learning (Rizzolo & Stewart, 2006; Pais et al, 2017; Thompson & Marshall, 2020). This results in a reliance on two‐dimensional (2D) images and can be insufficient to show the extent and connections of complex anatomical structures (Moro et al, 2017a; Wesencraft & Clancy, 2019). Outside of laboratory sessions, textbooks and anatomy atlases are students' main resources for accessing images of dissected specimens.…”

Section: Introductionmentioning

confidence: 99%

“…Some universities can provide students with access to prosections that have been plastinated. This removes the learning experience of tissue handling and requires less concentration than dissecting out structures oneself (Wesencraft & Clancy, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Photogrammetry and 3D scanning allow us to create 3D models of anatomical specimens with high realistic quality and resolution (Dixit et al, 2019). Photogrammetry is a tool that uses multiple photographs to generate a complex 3D surface model (De Benedictis et al, 2018; Petriceks et al, 2018; Burk & Johnson, 2019; Wesencraft & Clancy, 2019). It seems less accurate than 3D scanning in capturing complex geometries and less efficient in capturing objects with translucent and reflective surfaces, which could be problematic with fresh frozen cadavers.…”

Section: Introductionmentioning

confidence: 99%

“…This results in a reliance on two-dimensional (2D) images and can be insufficient to show the extent and connections of complex anatomical structures (Moro et al, 2017a;Wesencraft & Clancy, 2019).…”

mentioning

confidence: 99%

See 2 more Smart Citations

Dynamic three‐dimensional virtual environment to improve learning of anatomical structures

Duraes

Akkari

Jeandel

et al. 2022

Increasing number of medical students and limited availability of cadavers have led to a reduction in anatomy teaching through human cadaveric dissection. These changes triggered the emergence of innovative teaching and learning strategies in order to maximize students learning of anatomy. An alternative approach to traditional dissection was presented in an effort to improve content delivery and student satisfaction.The objective of this study is to acquire three-dimensional (3D) anatomical data using structured-light surface scanning to create a dynamic four-dimensional (4D) dissection tool of four regions: neck, male inguinal and femoral areas, female perineum, and brachial plexus. At each dissection step, identified anatomical structures were scanned using a 3D surface scanner (Artec Spider™). Resulting 3D color meshes were overlaid to create a 4D (3D+time) environment. An educational interface was created for neck dissection. Its implementation in the visualization platform allowed 4D virtual dissection by navigating from surface to deep layers and vice versa. A group of 28 second-year medical students and 17 first-year surgery residents completed a satisfaction survey. A majority of medical students (96.4%) and 100% of surgery residents said that they would recommend this tool to their colleagues. According to surgery residents, the main elements of this virtual tool were the realistic high-quality of 3D acquisitions and possibility to focus on each anatomical structure. As for medical students, major elements were the interactivity and entertainment aspect, precision, and accuracy of anatomical structures. This approach proves that innovative solutions to anatomy education can be found to help to maintain critical content and student satisfaction in anatomy curriculum.

Doing more with less: Realistic stereoscopic three‐dimensional anatomical modeling from smartphone photogrammetry

Morichon,

Dannhoff,

Barantin

et al. 2024

Traditional teaching methods struggle to convey three‐dimensional concepts effectively. While 3D virtual models and virtual reality platforms offer a promising approach to teaching anatomy, their cost and specialized equipment pose limitations, especially in disadvantaged areas. A simpler alternative is to use virtual 3D models displayed on regular screens, but they lack immersion, realism, and stereoscopic vision. To address these challenges, we developed an affordable method utilizing smartphone‐based 360° photogrammetry, virtual camera recording, and stereoscopic display (anaglyph or side‐by‐side technique). In this study, we assessed the feasibility of this method by subjecting it to various specimen types: osteological, soft organ, neuroanatomical, regional dissection, and a dedicated 3D‐printed testing phantom. The results demonstrate that the 3D models obtained feature a complete mesh with a high level of detail and a realistic texture. Mesh and texture resolutions were estimated to be approximately 1 and 0.2 mm, respectively. Additionally, stereoscopic animations were both feasible and effective in enhancing depth perception. The simplicity and affordability of this method position it as a technique of choice for creating easily photorealistic anatomical models combined with stereoscopic depth visualization.