Abstract
For the past two decades, slide-based presentation has been the method of content delivery in medical education. In recent years, other teaching modalities involving three-dimensional (3D) visualization such as 3D printed anatomical models, virtual reality (VR), and augmented reality (AR) have been explored to augment the education experience. This review article will analyze the use of slide-based presentation, 3D printed anatomical models, AR, and VR technologies in medical education, including their benefits and limitations.
Highlights
The delivery of medical education has transformed with technological advancement—from the chalk and board to slide-based presentation, which has become the popular option among educators around the world for decades
virtual reality (VR) is not recommended in situations like delivering a bad news because VR is unable to replicate the complexity of human facial expressions and language which are still best illustrated by humans [31]
High Minimal Few hoursd Mixed reality Active Long Possiblee Possiblef aThe initial set-up cost refers to the cost of either slide-based presentation, 3D printer, VR, or augmented reality (AR) device. bThe material cost of a 3D printed model ranges from USD $100–2 k, depending on the complexity. cPreparation time refers to the time needed for educators to prepare a single project. dThe preparation time for slide-based presentation, 3D model, AR, and VR use depends on the technological skills of the educators. eBoth AR and VR can be coupled with hardware for a tactile experience. f Team discussion on AR and VR can be possible with the correct hardware and software
Summary
The delivery of medical education has transformed with technological advancement—from the chalk and board to slide-based presentation, which has become the popular option among educators around the world for decades. Slide-based presentations have been implemented widely in the teaching of anatomy, pathology, embryology, etc. Interactive teaching modalities using 3D printed models, AR and VR technology were explored to address the limitations of slide-based lecture. To improve anatomy learning experience and memory retention, different approaches have been applied in addition to cadaveric models. These include plastic idealistic models, plastinated specimens, body painting, atlas books, and 3D printed models. 3D printed models do not require chemical maintance as in cadaver resources and students can use them outside of the lab, Wilk et al reported that cadaveric learning is preferred because students can feel life tissue texture on cadavers and observe the impact of organ damage such as lung cancer, peptic ulcers, etc. 3D models can be reused as they are durable and easy to maintain
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