1,017 research outputs found

    Do digital technologies enhance anatomical education?

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    Anatomy has been taught by traditional methods for centuries. However, there has been an explosion of a variety of digital training resources for anatomical education. There is also a requirement from regulatory bodies to embrace digital technologies in teaching, yet no formal analysis has been undertaken as to the effectiveness of these products and tools. A comprehensive electronic database search was performed to identify the use, and effectiveness or otherwise, of digital technologies in anatomy, medicine, surgery, dentistry and the allied health professions. The data was pooled, analysed and we identified 164 articles. We identified two groups โ€“ those that did, and those that did not, have empirical data for analysis of the effectiveness of digital technologies in anatomical education. We identified three categories within this โ€“pro, neutral and against the use of digital technologies. For the pro category, there were 35 (21.3%) empirically tested articles, and 91 (55.5%) non-empirically tested articles identified. In the neutral category, there were 19 (11.6%) empirically tested articles, and 16 (9.8%) non-empirically tested articles. Only 3 articles were against the use of digital technologies, and were in the empirically tested category. The majority of literature related to digital technologies in anatomical education is supportive of its use. However, most of the literature is not supported with empirical data related to the use of digital technologies in anatomy specific education within the health and related disciplines. Further studies need to be conducted as to the effectiveness of technology in medical/healthcare related education

    Do digital technologies enhance anatomical education?

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    Anatomy has been taught by traditional methods for centuries. However, there has been an explosion of a variety of digital training resources for anatomical education. There is also a requirement from regulatory bodies to embrace digital technologies in teaching, yet no formal analysis has been undertaken as to the effectiveness of these products and tools. A comprehensive electronic database search was performed to identify the use, and effectiveness or otherwise, of digital technologies in anatomy, medicine, surgery, dentistry and the allied health professions. The data was pooled, analysed and we identified 164 articles. We identified two groups โ€“ those that did, and those that did not, have empirical data for analysis of the effectiveness of digital technologies in anatomical education. We identified three categories within this โ€“pro, neutral and against the use of digital technologies. For the pro category, there were 35 (21.3%) empirically tested articles, and 91 (55.5%) non-empirically tested articles identified. In the neutral category, there were 19 (11.6%) empirically tested articles, and 16 (9.8%) non-empirically tested articles. Only 3 articles were against the use of digital technologies, and were in the empirically tested category. The majority of literature related to digital technologies in anatomical education is supportive of its use. However, most of the literature is not supported with empirical data related to the use of digital technologies in anatomy specific education within the health and related disciplines. Further studies need to be conducted as to the effectiveness of technology in medical/healthcare related education

    True-color 3D rendering of human anatomy using surface-guided color sampling from cadaver cryosection image data: A practical approach Jon Jatsu Azkue

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    Three-dimensional computer graphics are increasingly used for scientific visualization and for communicating anatomical knowledge and data. This study presents a practical method to produce true-color 3D surface renditions of anatomical structures. The procedure involves extracting the surface geometry of the structure of interest from a stack of cadaver cryosection images, using the extracted surface as a probe to retrieve color information from cryosection data, and mapping sampled colors back onto the surface model to produce a true-color rendition. Organs and body parts can be rendered separately or in combination to create custom anatomical scenes. By editing the surface probe, structures of interest can be rendered as if they had been previously dissected or prepared for anatomical demonstration. The procedure is highly flexible and nondestructive, offering new opportunities to present and communicate anatomical information and knowledge in a visually realistic manner. The technical procedure is described, including freely available open-source software tools involved in the production process, and examples of color surface renderings of anatomical structures are provided

    Innovative Technologies for Medical Education

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    This chapter aims to assess the current practices of anatomy education technology and provides future directions for medical education. It begins by presenting a historical synopsis of the current paradigms for anatomy learning followed by listing their limitations. Then, it focuses on several innovative educational technologies, which have been introduced over the past years to enhance the learning. These include E-learning, mobile apps, and mixed reality. The chapter concludes by highlighting future directions and addressing the barriers to fully integrating the technologies in the medical curriculum. As new technologies continue to arise, this process-oriented understanding and outcome-based expectations of educational technology should be embraced. With this view, educational technology should be valued in terms of how well the technological process informs and facilitates learning, and the acquisition and maintenance of clinical expertise

    ์˜๋Œ€์ƒ์„ ๋Œ€์ƒ์œผ๋กœ ํ•œ ๋””์ง€ํ„ธ ๊ธฐ๋ฐ˜ ํ•ด๋ถ€ํ•™ ๊ต์œก๊ณผ์ • ๊ฐœ๋ฐœ๊ณผ ๊ต์œกํšจ๊ณผ์— ๊ด€ํ•œ ์—ฐ๊ตฌ

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    ํ•™์œ„๋…ผ๋ฌธ(๋ฐ•์‚ฌ) -- ์„œ์šธ๋Œ€ํ•™๊ต๋Œ€ํ•™์› : ์˜๊ณผ๋Œ€ํ•™ ์˜ํ•™๊ณผ, 2023. 2. ์‹ ๋™ํ›ˆ.์ „ํ†ต์ ์ธ ์นด๋ฐ๋ฐ” ํ•ด๋ถ€๋Š” ๋‹ค์–‘ํ•œ ์ด์œ ๋กœ ์ธํ•ด ๊ธ‰๊ฒฉํ•˜๊ฒŒ ๊ฐ์†Œํ•˜์˜€๊ณ , ์ตœ๊ทผ ๋ช‡ ๋…„ ๋™์•ˆ ๊ธฐ์ˆ  ๋ฐœ์ „์œผ๋กœ ์˜๋ฃŒ ๊ต์œก ๋ถ„์•ผ์—์„œ๋Š” ๋‹ค์–‘ํ•œ ๋””์ง€ํ„ธ ๊ธฐ๊ธฐ์™€ ์†Œํ”„ํŠธ์›จ์–ด๊ฐ€ ์ƒ์‚ฐ๋˜๊ณ  ์žˆ๋‹ค. ๋ณธ ๋…ผ๋ฌธ์€ ๋””์ง€ํ„ธ ๊ธฐ์ˆ ์„ ์ ์šฉํ•œ ๊ต์œก๊ณผ์ •์„ ๊ฐœ๋ฐœํ•˜๊ณ  ๋””์ง€ํ„ธ ๊ธฐ๋ฐ˜ ํ•ด๋ถ€ํ•™ ๊ต์œก์˜ ํ•™์Šตํšจ๊ณผ์™€ ๋งŒ์กฑ๋„๋ฅผ ์•Œ์•„๋ณด๊ธฐ ์œ„ํ•ด ๋‘ ๊ฐ€์ง€ ์—ฐ๊ตฌ๋กœ ์ง„ํ–‰๋˜์—ˆ๋‹ค. ์ฒซ๋ฒˆ์งธ ์—ฐ๊ตฌ์—์„œ๋Š” 2019๋…„ ์ฝ”๋กœ๋‚˜ ๋ฐ”์ด๋Ÿฌ์Šค ๋ฐœ์ƒ์œผ๋กœ ์˜๋ฃŒ ๊ต์œก๊ณผ ์˜๋ฃŒ ์‹œ์Šคํ…œ์ด ์•ฝํ™”๋˜์—ˆ๋‹ค. ๋”ฐ๋ผ์„œ ๋ณธ ์—ฐ๊ตฌ๋Š” ์˜จ๋ผ์ธ ์ˆ˜์—…์˜ ๋„์ž…๊ณผ 3์ฐจ์› ํ•ด๋ถ€ํ•™ ์–ดํ”Œ๋ฆฌ์ผ€์ด์…˜์„ ํ†ตํ•œ ์ˆ˜์ •๋œ ์ผ์ •์ด ํ•™์ƒ๋“ค์˜ ํ•™์—…์„ฑ์ทจ๋„์™€ ๋งŒ์กฑ๋„์— ๋ฏธ์น˜๋Š” ์˜ํ–ฅ์„ ๋ถ„์„ํ•˜์˜€๋‹ค. ํ•ด๋ถ€ํ•™ ๊ต์œก์€ ์ฝ”๋กœ๋‚˜19 ๋ฒ”์œ ํ–‰์œผ๋กœ ์ธํ•ด 3๊ฐœ์˜ ํ•˜์œ„๋‹จ์œ„(์ƒํ•˜, ๋ชธํ†ต, ๋จธ๋ฆฌ์™€ ๋ชฉ)๋กœ ๋‚˜๋‰˜์—ˆ๋‹ค. ์˜จ๋ผ์ธ ๊ฐ•์˜๋ฅผ ์ œ์™ธํ•œ ์นด๋ฐ๋ฐ” ํ•ด๋ถ€์™€ ํ•„๊ธฐ ๋ฐ ์‹ค๊ธฐ์‹œํ—˜์€ ๊ฐ๊ฐ 50์—ฌ๋ช…์”ฉ 3๊ฐœ์˜ ๋ฐ˜์œผ๋กœ ๋‚˜๋‰˜์–ด ์ง„ํ–‰๋๋‹ค. ๋˜ํ•œ, ํ•™์ƒ๋“ค์˜ ํ•™์—…์„ฑ์ทจ๋„๋ฅผ 3๊ฐœ์˜ ํ•˜์œ„ ๋‹จ์œ„์—์„œ ํ•„๊ธฐ์‹œํ—˜๊ณผ ์‹ค๊ธฐ์‹œํ—˜์„ ํ†ตํ•˜์—ฌ ํ‰๊ฐ€ํ•˜์˜€๊ณ , ์ˆ˜์ •๋œ ํ•ด๋ถ€ํ•™ ์ผ์ •์— ๋Œ€ํ•œ ์„ค๋ฌธ์ง€๋ฅผ ์ž‘์„ฑํ•˜์˜€๋‹ค. ํ•„๊ธฐ์‹œํ—˜๊ณผ ์‹ค๊ธฐ์‹œํ—˜ ์ ์ˆ˜๋Š” ๋Œ€๋ถ€๋ถ„ 2019๋…„์— ๋น„ํ•ด 2020๋…„์— ํฌ๊ฒŒ ๋–จ์–ด์กŒ๋‹ค. ๋‹ค๋งŒ, ๊ฐ€์ƒํ•ด๋ถ€ํ•™ ์–ดํ”Œ๋ฆฌ์ผ€์ด์…˜์„ ํ™œ์šฉํ•œ ๋ชธํ†ต ์„ธ์…˜์—์„œ๋Š” 2020๋…„ ์‹ค๊ธฐ์‹œํ—˜ ์ ์ˆ˜๊ฐ€ 2019๋…„๋ณด๋‹ค ์›”๋“ฑํžˆ ๋†’์•˜๋‹ค. 70% ์ด์ƒ(ํŒ”๋‹ค๋ฆฌ์™€ ๋ชธํ†ต ์„ธ์…˜)๊ณผ 53% (๋จธ๋ฆฌ์™€ ๋ชฉ ์„ธ์…˜) ํ•™์ƒ๋“ค์ด ๋Œ€๋ฉด ์‹ค์Šต์—์„œ ํ•ด๋ถ€ํ•™์„ ๊ณต๋ถ€ํ•˜๋Š” ๋ฐ ํฐ ์–ด๋ ค์›€์ด ์—†๋‹ค๊ณ  ๋ณด๊ณ ํ–ˆ๋‹ค. ๋˜ํ•œ, 50% ์ด์ƒ์˜ ํ•™์ƒ๋“ค์ด ๋ชจ๋“  ์„ธ์…˜์—์„œ ์–ดํ”Œ๋ฆฌ์ผ€์ด์…˜์˜ ์ƒ๋‹นํ•œ ๋„์›€์„ ๋ฐ›์•˜๋‹ค. ๋‘๋ฒˆ์งธ ์—ฐ๊ตฌ์—์„œ ์˜ค๋Š˜๋‚ ์˜ ๋ชจ๋“  ์˜ํ•™ ๋ถ„์•ผ๋Š” ๋””์ง€ํ„ธ ์ „ํ™˜์˜ ์˜ํ–ฅ์„ ํฌ๊ฒŒ ๋ฐ›๋Š”๋‹ค. ๋ณธ ์—ฐ๊ตฌ๋Š” ์˜ํ•™๊ต์œก์—์„œ ๋””์ง€ํ„ธ ์—ญ๋Ÿ‰์˜ ํ†ตํ•ฉ ํ•„์š”์„ฑ์„ ์„ค๋ช…ํ•˜๊ณ , ํ•™๋ถ€ ๊ต์œก์—์„œ ์ด๋Ÿฌํ•œ ์—ญ๋Ÿ‰์˜ ๊ตฌํ˜„์ด ์–ด๋–ป๊ฒŒ ์ด๋ฃจ์–ด์งˆ ์ˆ˜ ์žˆ๋Š”์ง€ ๋””์ง€ํ„ธ ๊ธฐ๋ฐ˜ ํ•ด๋ถ€ํ•™ ๊ต์œก ์ปค๋ฆฌํ˜๋Ÿผ์„ ์ œ์‹œํ•œ๋‹ค. ์ด ์—ฐ๊ตฌ๋Š” ๊ต์ฐจ ๋ฌด์ž‘์œ„ ๋Œ€์กฐ ์‹œํ—˜์ด์—ˆ๋‹ค. ์ธ์ฒดํ•ด๋ถ€ํ•™๊ณผ ์‹ ๊ฒฝํ•ด๋ถ€ํ•™ ์‹ค์Šต์€ 3๋ถ„๋ฐ˜ (A๋ฐ˜, B๋ฐ˜, C๋ฐ˜)์œผ๋กœ, 1ํ•™๋…„ ์˜๋Œ€์ƒ์€ ๊ฐ€์ƒ ํ•ด๋ถ€ ์ง‘๋‹จ (๊ฐ€์ƒ ํ•ด๋ถ€ --> ์นด๋ฐ๋ฐ” ํ•ด๋ถ€)๊ณผ ์นด๋ฐ๋ฐ” ํ•ด๋ถ€ ์ง‘๋‹จ (์นด๋ฐ๋ฐ” ํ•ด๋ถ€ --> ๊ฐ€์ƒ ํ•ด๋ถ€)์œผ๋กœ ๋ฌด์ž‘์œ„ ๋ถ„๋ฅ˜๋˜์—ˆ๋‹ค. ๊ฐ€์ƒ ํ•ด๋ถ€์‹ค์Šต์€ ํ—ค๋“œ๋งˆ์šดํ‹ฐ๋“œ ๋””์Šคํ”Œ๋ ˆ์ด, ํƒœ๋ธ”๋ฆฟ, ์‹ค๋ฌผ ํฌ๊ธฐ์˜ ํ„ฐ์น˜ ์Šคํฌ๋ฆฐ์„ ์‚ฌ์šฉํ–ˆ๋‹ค. ํ€ด์ฆˆ 1์€ ์ฒซ๋ฒˆ์งธ ๊ฐ€์ƒ ํ•ด๋ถ€์‹ค์Šต ๋˜๋Š” ์นด๋ฐ๋ฐ” ํ•ด๋ถ€์‹ค์Šต ํ›„์— ํ•ด๋ถ€ํ•™ ์ง€์‹์„ ๋น„๊ตํ•˜๊ธฐ ์œ„ํ•ด ์ง„ํ–‰๋˜์—ˆ๋‹ค. ํ€ด์ฆˆ 2์™€ ์„ค๋ฌธ์กฐ์‚ฌ๋Š” ๋ชจ๋“  ๊ฐ€์ƒํ•ด๋ถ€์‹ค์Šต๊ณผ ์นด๋ฐ๋ฐ” ํ•ด๋ถ€์‹ค์Šต์ด ๋๋‚  ๋•Œ ์ˆ˜ํ–‰๋˜์—ˆ๋‹ค. ์ธ์ฒดํ•ด๋ถ€ํ•™ ์‹ค์Šต์˜ ๊ฒฝ์šฐ, ํ€ด์ฆˆ1์˜ ํ‰๊ท  ์ด์ ์—์„œ๋Š” ์œ ์˜๋ฏธํ•œ ์ฐจ์ด๊ฐ€ ์—†์—ˆ๋‹ค. ๊ทธ๋Ÿฌ๋‚˜, C๋ฐ˜์—์„œ๋Š” ๊ฐ€์ƒ ํ•ด๋ถ€ ๊ต์œก์ด ์นด๋ฐ๋ฐ” ๊ต์œก๋ณด๋‹ค ์›”๋“ฑํžˆ ๋†’์€ ํ•™์—…์„ฑ์ทจ๋„๋ฅผ ๋ณด์˜€๋‹ค. ๋””์ง€ํ„ธ ๊ธฐ๊ธฐ๋“ค ์ค‘์—์„œ, ๋Œ€๋ถ€๋ถ„์˜ ํ•™์ƒ๋“ค์€ ํƒœ๋ธ”๋ฆฟ ๊ธฐ๋ฐ˜ ํ•™์Šต์ด ํšจ๊ณผ์ ์ธ ํ•™์Šต ๋ฐฉ๋ฒ•์ด๋ผ๊ณ  ์ƒ๊ฐํ–ˆ๋‹ค. ์‹ ๊ฒฝํ•ด๋ถ€ํ•™ ์‹ค์Šต์—์„œ๋Š” ๊ฐ€์ƒ ํ•ด๋ถ€ ๊ต์œก์ด ์นด๋ฐ๋ฐ” ๊ต์œก๋ณด๋‹ค ํ†ต๊ณ„์ ์œผ๋กœ ์œ ์˜ํ•˜๊ฒŒ ๋†’์€ ํ•™์—… ์„ฑ์ทจ๋„๋ฅผ ๋ณด์—ฌ์ฃผ์—ˆ๋‹ค. ๋Œ€๋ถ€๋ถ„์˜ ํ•™์ƒ๋“ค์€ 3์ฐจ์› ๋””์ง€ํ„ธ ๊ธฐ๋ฐ˜ ํ•™์Šต์ด ์‹œ์ฒด ํ•ด๋ถ€ํ•™์— ๋Œ€ํ•œ ์ดํ•ด๋ฅผ ํ–ฅ์ƒ์‹œ์ผฐ๋‹ค๊ณ  ๋ณด๊ณ ํ•˜๊ณ , ๋””์ง€ํ„ธ ์‹ค์Šต ๊ธฐ๊ธฐ๋ฅผ ํ†ตํ•œ ๊ฐ€์ƒ ํ•ด๋ถ€ํ•™ ์‹ค์Šต ๊ฒฝํ—˜์— ๊ฐ€์žฅ ๋งŒ์กฑํ–ˆ๋‹ค. ๋ณธ ์—ฐ๊ตฌ๋Š” ์˜ํ•™๊ต์œก์—์„œ ๋””์ง€ํ„ธ ๊ธฐ๋ฐ˜ ํ•ด๋ถ€ํ•™ ๊ต์œก์˜ ๊ฐ€๋Šฅ์„ฑ์„ ๋ณด์—ฌ์ฃผ๊ณ  ๋””์ง€ํ„ธ ๊ธฐ๋ฐ˜ ํ•ด๋ถ€ํ•™ ๊ต์œก์€ ์ „ํ†ต์ ์ธ ์นด๋ฐ๋ฐ” ๊ต์œก์„ ๊ฐ•ํ™”ํ•˜๋Š” ํ˜์‹ ์ ์ธ ํ•™์Šต ๊ฒฝํ—˜์„ ์ œ๊ณตํ•  ์ˆ˜ ์žˆ์„ ๊ฒƒ์ด๋‹ค.Traditional cadaver dissection has been drastically reduced for various reasons, and technological advances in recent years have produced a variety of digital devices and software in medical education. This thesis was conducted in two studies to develop curriculums applying digital technologies and compare digital-based anatomy education with traditional anatomy education to find out the learning efficacy and satisfaction. In the first study, the coronavirus disease 2019 (COVID-19) outbreak weakened medical education and healthcare systems. Therefore, the effect of the modified schedule with the introduction of online classes and a three-dimensional anatomy application on students' academic achievement and satisfaction was analyzed. Anatomy education was divided into three regional units (the upper and lower limbs, trunk, and head and neck) due to COVID-19. The schedule was mixed with simultaneous and rotating schedules. Except for online lectures, cadaver dissections, and written and practical examinations were conducted in three classes of approximately 50 students each. Furthermore, students' performance was assessed using three sets of written and practical examinations, and they completed a questionnaire regarding modified anatomy laboratory schedules. Most of the written and practical examination scores significantly decreased in 2020 compared to 2019. However, in the trunk session that used the virtual anatomy application, the score on the practical examination in 2020 was significantly higher than in 2019. Over 70% (upper and lower limbs and trunk sessions) and 53% (head and neck session) students reported no significant difficulty in the face-to-face anatomy laboratory. In addition, over 50% of students received considerable help with the anatomy application in all sessions. In the second study, the digital revolution has impacted all medical disciplines. Therefore, the need for digital competencies in medical education and how to incorporate them into undergraduate training using a digital-based anatomy curriculum was addressed. This was a crossover randomized controlled trial. In both Human Anatomy and Neuroanatomy laboratories, there were three classes (class A, B, and C) in the first year of the Department of Medicine, and students were randomized into two groups: the virtual group (virtual dissection --> cadaver dissection) and the cadaver group (cadaver dissection --> virtual dissection). The virtual dissection laboratory was conducted via head-mounted displays, tablets, and a life-sized touchscreen. Quiz 1 (Q1) was tested following the first virtual or cadaver dissections. Quiz 2 (Q2) and a survey were conducted at the end of the final procedure in each training modality. Regarding the Human Anatomy laboratory, there was no significant difference in the Q1 mean total score. However, in class C, virtual education showed significantly higher academic achievement than cadaver education. Most students felt tablet-based learning was an effective study method among the digital lab resources. Regarding the Neuroanatomy laboratory, virtual education showed significantly higher academic achievement in Q1 than cadaver education. Most students reported that digital-based learning enhanced their understanding of cadaveric anatomy. Students were most satisfied with their experiences of virtual anatomy education through digital lab resources. These studies demonstrate the potential for digital-based anatomy education in medical education. Digital-based anatomy education can provide innovative learning experiences augmenting traditional cadaver education.Chapter 1 The Metaverse: A New Challenge for the Anatomy Education 01 Challenges Facing Anatomy Education 02 Applications of Metaverse in Medical Education 05 The List of Devices for Anatomy Education 08 Mobile Devices 08 Virtual Dissection Tables 09 Head-Mounted Displays 10 Digital Anatomy Applications 13 Contents' Scenarios for Digital Anatomy Education 15 Chapter 2 Exploring Medical Students' Performance and Satisfaction of the Modified Anatomy Schedules and a Digital Software During COVID-19 Pandemic 17 Introduction 18 Study Goals and Questions 20 Materials and Methods 21 Results 28 Discussion 32 Chapter 3 Virtual Anatomy Laboratory Education: A Randomized Controlled Trial Compared to Cadaver Dissection 36 Introduction 37 Study Goals and Questions 39 Materials and Methods 40 Results 48 Discussion 64 Conclusion 69 References 71 Supporting Information 85 Abstract in Korean 94 Acknowledgement 96๋ฐ•

    Development and Validation of a Hybrid Virtual/Physical Nuss Procedure Surgical Trainer

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    With continuous advancements and adoption of minimally invasive surgery, proficiency with nontrivial surgical skills involved is becoming a greater concern. Consequently, the use of surgical simulation has been increasingly embraced by many for training and skill transfer purposes. Some systems utilize haptic feedback within a high-fidelity anatomically-correct virtual environment whereas others use manikins, synthetic components, or box trainers to mimic primary components of a corresponding procedure. Surgical simulation development for some minimally invasive procedures is still, however, suboptimal or otherwise embryonic. This is true for the Nuss procedure, which is a minimally invasive surgery for correcting pectus excavatum (PE) โ€“ a congenital chest wall deformity. This work aims to address this gap by exploring the challenges of developing both a purely virtual and a purely physical simulation platform of the Nuss procedure and their implications in a training context. This work then describes the development of a hybrid mixed-reality system that integrates virtual and physical constituents as well as an augmentation of the haptic interface, to carry out a reproduction of the primary steps of the Nuss procedure and satisfy clinically relevant prerequisites for its training platform. Furthermore, this work carries out a user study to investigate the systemโ€™s face, content, and construct validity to establish its faithfulness as a training platform

    Stereolithographic biomodelling to create tangible hard copies of the ethmoidal labyrinth air cells based on the visible human project

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    Rapid prototyping (RP), or stereolithography, is a new clinical application area, which is used to obtain accurate three-dimensional physical replicas of complex anatomical structures. The aim of this study was to create tangible hard copies of the ethmoidal labyrinth air cells (ELACs) with stereolithographic biomodelling. The visible human dataset (VHD) was used as the input imaging data. The Surfdriver software package was applied to these images to reconstruct the ELACs as three-dimensional DXF (data exchange file) models. These models were post-processed in 3D-Doctor software for virtual reality modelling language (VRML) and STL (Standard Triangulation Language) formats. Stereolithographic replicas were manufactured in a rapid prototyping machine by using the STL format. The total number of ELACs was 21. The dimensions of the ELACs on the right and left sides were 52.91 x 13.00 x 28.68 mm and 53.79 x 12.42 x 28.55 mm, respectively. The total volume of the ELACs was 4771.1003 mm3. The mean ELAC distance was 27.29 mm from the nasion and 71.09 mm from the calotte topologically. In conclusion, the combination of Surfdriver and 3D-Doctor could be effectively used for manufacturing 3D solid models from serial sections of anatomical structures. Stereolithographic anatomical models provide an innovative and complementary tool for students, researchers, and surgeons to apprehend these anatomical structures tangibly. The outcomes of these attempts can provide benefits in terms of the visualization, perception, and interpretation of the structures in anatomy teaching and prior to surgical interventions. (Folia Morphol 2011; 70, 1: 33-40

    A Review and Selective Analysis of 3D Display Technologies for Anatomical Education

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    The study of anatomy is complex and difficult for students in both graduate and undergraduate education. Researchers have attempted to improve anatomical education with the inclusion of three-dimensional visualization, with the prevailing finding that 3D is beneficial to students. However, there is limited research on the relative efficacy of different 3D modalities, including monoscopic, stereoscopic, and autostereoscopic displays. This study analyzes educational performance, confidence, cognitive load, visual-spatial ability, and technology acceptance in participants using autostereoscopic 3D visualization (holograms), monoscopic 3D visualization (3DPDFs), and a control visualization (2D printed images). Participants were randomized into three treatment groups: holograms (n=60), 3DPDFs (n=60), and printed images (n=59). Participants completed a pre-test followed by a self-study period using the treatment visualization. Immediately following the study period, participants completed the NASA TLX cognitive load instrument, a technology acceptance instrument, visual-spatial ability instruments, a confidence instrument, and a post-test. Post-test results showed the hologram treatment group (Mdn=80.0) performed significantly better than both 3DPDF (Mdn=66.7, p=.008) and printed images (Mdn=66.7, p=.007). Participants in the hologram and 3DPDF treatment groups reported lower cognitive load compared to the printed image treatment (p \u3c .01). Participants also responded more positively towards the holograms than printed images (p \u3c .001). Overall, the holograms demonstrated significant learning improvement over printed images and monoscopic 3DPDF models. This finding suggests additional depth cues from holographic visualization, notably head-motion parallax and stereopsis, provide substantial benefit towards understanding spatial anatomy. The reduction in cognitive load suggests monoscopic and autostereoscopic 3D may utilize the visual system more efficiently than printed images, thereby reducing mental effort during the learning process. Finally, participants reported positive perceptions of holograms suggesting implementation of holographic displays would be met with enthusiasm from student populations. These findings highlight the need for additional studies regarding the effect of novel 3D technologies on learning performance

    Teachers Support for English Language Learners to Build Inquiry Skills in Online Biology Simulations

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    The population of English language learners (ELLs) is on the rise in the United States, but they are lagging behind English speaking students in several subject areas--including biology. Scholarly literature lacks information on how biology teachers use scaffolding strategies to support ELL students with inquiry skills during online simulations. The purpose of this qualitative multiple-case study was to explore how biology teachers support ELLs in learning biology, using biology simulations to promote inquiry learning. The conceptual framework for this study included the constructivist perspective regarding the zone of proximal development, Electronic Quality of Inquiry Protocol, and technology use in science instruction. The purposive sample for this study was 4 biology teachers from 2 high schools in large school districts in the southeastern region of the United States who taught ELL students using inquiry-based online simulations. The data sources were face to face interviews with teachers, scaffolding documents, and lesson plans. Data were coded and analyzed for common themes across within and across cases. Results indicated that although biology teachers believed that ELL students benefited from inquiry simulations because of the already incorporated visuals and their ability to interact and manipulate the program, they sometimes lacked technology experiences and struggled with English and literacy that may reduce the benefits of the simulation experiences. The results of this study have the potential to contribute to social change by providing insights that may increase the understanding of how biology teachers can support ELL students when using technology in the form of simulations to promote inquiry learning

    Assessment of a novel computer aided learning tool in neuroanatomy education

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    Impaired understanding of intricate neuroanatomical concepts and structural inter-relationships has been associated with a fear of managing neurology patients, called neurophobia, among medical trainees. As technology advances, the role of e-learning pedagogies becomes more important to supplement the traditional dissection / prosection and lecture-based pedagogies for teaching neuroanatomy to undergraduate students. However, despite the availability of a myriad of e-learning resources, the neuro (-anatomy-) phobia โ€“ neurophobia nexus prevails. The focus of the PhD was to investigate the difficulties associated with learning neuroanatomy and to develop and assess the efficacy of a novel e-learning tool for teaching neuroanatomy, in the context of the strengths and pitfalls of the currently available e-learning resources. Firstly, we sought to provide direct evidence of the medical and health science studentsโ€™ perception regarding specific challenges associated with learning neuroanatomy. The initial results showed that neuroanatomy is perceived as a more difficult subject compared to other anatomy topics, with spinal pathways being the most challenging to learn. Participants believed that computer assisted learning and online resources could enhance neuroanatomy understanding and decrease their neurophobia. Next, in the context of the significance of e-learning for supplementing traditional pedagogies, we identified features of neuroanatomy web-resources that were valued by students and educators with regards to learning neuroanatomy of the spinal pathways. Participants identified strengths and weaknesses of existing neuroanatomy web-resources and ranked one resource above the others in terms of information delivery and integration of clinical, physiological and medical imaging correlates. This provides a novel user perspective on the influence of specific elements of neuroanatomy web-resources to improve instructional design and enhance learner performance. Finally, considering the data acquired from students and educators, a novel, interactive, neuroanatomy learning e-resource was developed to support teaching of the neuroanatomy of the spinal pathways. The instructional design included a discussion of the clinical interpretation of basic neuroanatomical facts to aid in neurological localization. The e-learning tool was assessed and evaluated by undergraduate medical and neuroscience students using neuroanatomy knowledge quizzes and Likert-scale perception questionnaires and compared to the previously identified best-ranked neuroanatomy e-resource. Participantsโ€™ opinion regarding the usefulness of various components of the tools was also gauged. The results showed that usage of the UCC e-resource led to a significant increase in participantsโ€™ knowledge of the neuroanatomy of the spinal pathways compared to studentsโ€™ who did not use e-resources. Moreover, the participants reported a greater interest in learning neuroanatomy with the novel tool, showing a greater appreciation for it while learning clinical neurological correlates compared to those using the best available e-resource identified earlier. In summary, the prevailing problem of neurophobia could be addressed by enhancing student-interest. Technological e-learning pedagogies, with intelligently designed interactive user-interface and clinical correlation of basic neuroanatomical facts can play a pivotal role in helping students learn neuroanatomy and breaking the nexus between neuro (-anatomy-) phobia and neurophobia
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