430 research outputs found

    Investigating the Role of an Interactive Simulation Model on the Ability to Visualize Concepts Related to Gross Anatomy

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    Currently many different types of visual aids are available for teaching and studying gross anatomy: illustrations, cadavers, static physical models, plastinated models, and dissection videos are a few examples. These visual aids may be used to identify structures and, in some cases, to facilitate understanding of the spatial relationships amongst structures. However, knowing the identity and location of a structure is only a portion of the content that should be mastered in a gross anatomy course. A knowledge of the basic functions of structures is crucial to understanding anatomy and is often only explained verbally or in text. One major function that current teaching and learning tools leave to the imagination is that of skeletal muscle – the concept of movement. One possible solution to address this oversight is the creation of a kinetic, interactive model that demonstrates movement. In order to create the optimum teaching and learning tool, creation of this type of model should incorporate aspects of many different disciplines and should facilitate student learning by providing engaging and intuitive interaction. To demonstrate the effects on incorporating such a tool into anatomy education, a physical based interactive kinetic simulation model of the canine pelvic limb was constructed. Undergraduate students enrolled in the Biomedical Anatomy course at Texas A&M University were separated into two groups based on their lab section, one of which was allowed to use the model while the other was not. Positive student feedback as well as improved quiz scores show that the interactive simulation model had a positive effect on student comprehension in anatomy education

    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

    Doctor of Philosophy

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    dissertationGeometric abnormalities of the human hip joint, as found in femoroacetabular impingement (FAI) and acetabular dysplasia, alter hip biomechanics and may be the primary causes of osteoarthritis in young adults. However, empirical evidence of direct correlations between abnormal geometry, altered biomechanics, and osteoarthritis is scarce. Also, clinical measures used to diagnose FAI and dysplasia still have substantial limitations, including questions about their reliability, assumptions about hip joint geometry and their ability to definitively distinguish pathologic from normal hips. The goals of this dissertation are twofold. First, a set of tools are presented and applied to quantify three-dimensional (3D) anatomical differences between hips with FAI and control subjects. The 3D tools were developed, validated and applied to patients with a subtype of FAI, called cam FAI, to improve basic understanding of the spectrum of FAI deformities, and to provide meaningful new metrics of morphology that are relatable to current diagnostic methods and translate easily for clinical use. The second goal of this dissertation is to improve our understanding of intra-articular hip contact mechanics as well as hip joint kinematics and muscle forces. To do so, a finite element study of intraarticular cartilage contact mechanics was completed with a cohort of live human subjects, using a validated modeling protocol. Finally, musculoskeletal modeling was used with gait data from healthy subjects and acetabular dysplasia patients to provide preliminary estimates of hip joint kinematics, kinetics, and muscle forces and compare differences between the groups. The translational methods of this dissertation utilized techniques from orthopaedics, computer science, physical therapy, mechanics, and medical imaging. Results from this dissertation offer new insight into the complex pathomechanics and pathomorphology of FAI and acetabular dysplasia. Application and extension of the work of this dissertation has the potential to help establish links between FAI and dysplasia with osteoarthritis and to improve patient care

    Breeding teeth in Atlantic salmon: fact or fake?

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