Text-to-Movie Authoring of Anatomy Lessons

International audienceWith popular use of multimedia and 3D content in anatomy teaching there is a need for a simple yet comprehensive tool to create and edit pedagogical anatomy video lessons. In this paper we present an automated video authoring tool created for teachers. It takes text written in a novel domain specific language (DSL) called the Anatomy Storyboard Language (ASL) as input and translates it to real time 3D animation. Preliminary results demonstrates the ease of use and effectiveness of the tool for quickly drafting video lessons in realistic medical anatomy teaching scenarios

A Giant Left Atrial Myxoma

Atrial myxomas are the most common primary cardiac tumors. Patients with left atrial myxomas generally present with mechanical obstruction of blood flow, systemic embolization, and constitutional symptoms. We present a case of an unusually large left atrial myxoma discovered incidentally in a patient with longstanding dyspnea being managed as bronchial asthma

Evaluating an End-to-End Process for Herpetological Heritage Digital Preservation

Documentation of institutional biological collections are essential for scientific studies and conservation of the biodiversity of a region. In particular, preserved specimens require the development of a short- and long-term plan to prevent damage. In this context, the 3D digitisation of this type of documentation provides innovative mechanisms to safeguard the valuable information provided by the collections and at the same time prevent any possible loss of information. At the moment, the potential of laser scanning in model reconstruction is well-known, but developed works using this method for 3D construction reveal a lack of reliable, precise and flexible solutions. Furthermore, visualisation of results is often very useless and does not go beyond web-based applications. This work presents an analysis of 3D modelling using two digitisation techniques: laser scanning and photogrammetry; combined with real time VR and AR visualizations and 3D printing. Subsequently, in accordance with the processes carried out, qualitative and quantitative evaluations of the results obtained are accomplished.Fil: Jofré Pasinetti, Luis Nicolás. Universidad Nacional de San Luis. Facultad de Cs.fisico Matemáticas y Naturales. Departamento de Informatica. Laboratorio de Computación Grafica; ArgentinaFil: Rodriguez, Graciela. Universidad Nacional de San Luis. Facultad de Cs.fisico Matemáticas y Naturales. Departamento de Informatica. Laboratorio de Computación Grafica; ArgentinaFil: Alvarado Araya, Yoselie Macarena. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - San Luis. Instituto de Física Aplicada "Dr. Jorge Andrés Zgrablich". Universidad Nacional de San Luis. Facultad de Ciencias Físico Matemáticas y Naturales. Instituto de Física Aplicada "Dr. Jorge Andrés Zgrablich"; ArgentinaFil: Fernandez, Jacqueline Myriam. Universidad Nacional de San Luis. Facultad de Cs.fisico Matemáticas y Naturales. Departamento de Informatica. Laboratorio de Computación Grafica; ArgentinaFil: Guerrero, Roberto Ariel. Universidad Nacional de San Luis. Facultad de Cs.fisico Matemáticas y Naturales. Departamento de Informatica. Laboratorio de Computación Grafica; Argentin

How Spatial Abilities and Dynamic Visualizations Interplay When Learning Functional Anatomy With 3D Anatomical Models

The emergence of dynamic visualizations of three-dimensional (3D) models in anatomy curricula may be an adequate solution for spatial difficulties encountered with traditional static learning, as they provide direct visualization of change throughout the viewpoints. However, little research has explored the interplay between learning material presentation formats, spatial abilities, and anatomical tasks. First, to understand the cognitive challenges a novice learner would be faced with when first exposed to 3D anatomical content, a six-step cognitive task analysis was developed. Following this, an experimental study was conducted to explore how presentation formats (dynamic vs. static visualizations)support learning of functional anatomy, and affect subsequent anatomical tasks derived from the cognitive task analysis. A second aim was to investigate the interplay between spatial abilities (spatial visualization and spatial relation) and presentation formats when the functional anatomy of a 3D scapula and the associated shoulder flexion movement are learned. Findings showed no main effect of the presentation formats on performances, but revealed the predictive influence of spatial isualization and spatial relation abilities on performance. However, an interesting interaction between presentation formats and spatial relation ability for a specific anatomical task was found. This result highlighted the influence of presentation formats when spatial abilities are involved as well as the differentiated influence of spatial abilities on anatomical tasks