Virtual Anatomy Research Articles

Effectiveness of Virtual Anatomy System (VAS) Media to Improve Students’ Analysis Ability Towards Reproduction System Materials

<p>This research aims to identify effectiveness of virtual anatomy system (VAS) media with inquiry approach in improving students’ analysis ability towards reproduction system materials. VAS is a learning media which was developed with a special design resembling a laboratory, equipped with tools and materials, as well as operational procedures in a pratice. The method employed in this research was a quasi - experiment with one group pretest posttest design. The sample consisted of 12 students. The Ngain (0,67) produced belonged to the medium category. The result confirmed that the students’ responses using VAS with inquiry approach improved in reproduction system materials. Hence, it can be concluded that VAS media with inquiry approach was highly effective in improving Ivet University students’ analysis ability in understanding the reproduction system optimally.</p><p><strong>Keywords</strong>: Virtual Anatomy System, Inquiry, Analysis Abilty, Reproduction System</p>

Virtual Anatomy Videos for Pre‐lab Preparation: Does Usage Correlate with Grade Outcome?

Previously, we described an approach for enhancing laboratory preparation in a dental gross anatomy course using custom virtual anatomy videos to be viewed prior to cadaver dissection. Students who had access to these resources in a flipped pedagogy context performed significantly better on cumulative laboratory exams compared to historical controls and rated the virtual anatomy videos as a preferred resource for lab prep. However, because there were several unique curriculum elements in the experimental group, this study did not directly evaluate the impact of virtual anatomy videos on course outcome. Furthermore, while most video views were completed as intended (prior to dissection), there were many views that occurred later as prep for course assessments. The purpose of the current study is to determine the degree of association of virtual anatomy video usage with grade outcome. Further, we sought to identify if usage for pre‐lab prep was more strongly associated with course outcome than usage for exam prep.As described in our prior study, three consecutive years of student performance and video usage data were collected (n=240 students). In the course, each student prepared for 10 laboratory dissections. To evaluate association of video usage with course outcome, mean total video views and mean views in pre‐lab and pre‐assessment categories were calculated for each overall course score quartile, with one‐way ANOVA. Linear regression analysis was used to evaluate the level of association of usage with overall course score (total course points = 505).Initial grade quartile analysis demonstrated that total number of video views was significantly associated with course outcome (top grade quartile 17.70 ± 2.12 views [mean ± SEM]; third quartile 15.68 ±1.54; second quartile 10.73 ± 1.30; bottom quartile 11.98 ± 1.27; p = 0.057 top vs. bottom, p = 0.012 third vs. bottom). Regression analysis of total video views vs. overall course score confirmed that this positive trend was significant (slope = 0.597, F = 11.92, p = 0.0007), however correlation was not strong due to high degree of variability in video usage (r2 = 0.048).Separating views into pre‐lab and pre‐assessment categories revealed that pre‐lab usage was positively associated with course outcome (top grade quartile 8.28 ± 0.76 views; third quartile 8.22 ± 0.74; second quartile 5.08 ± 0.66; bottom quartile 6.12 ± 0.63; p = 0.128 top vs. bottom, p = 0.008 third vs. bottom). Slope of the regression line was higher (1.311) and correlation (r2 = 0.045) was similar to results for total views. In contrast, pre‐assessment usage trended toward higher views in higher grade quartiles, however there were no significant differences between the groups. Further, slope of the regression line was lower (0.648) and had a weaker correlation (r2 = 0.030)The results of this study indicate that using virtual anatomy videos to prepare for laboratory dissection is associated with positive course outcome, however there is considerable variation in the data indicating that usage does not guarantee success. Further, students should be advised that the strongest benefit of pre‐lab videos is achieved through pre‐lab viewing and reviewing these resources later for exam prep is less likely to result in further grade improvement.

Application of multi-touch virtual anatomy system in the otolaryngology teaching

The residents and low-grade resident trainees of the Department of Otorhinolaryngology Head and Neck Surgery of the Ninth People's Hospital of Shanghai Jiao Tong University School of Medicine were selected as subjects. In the multi-touch virtual anatomy system, the lecturers made the anatomical signs of otolaryngology head and neck surgery, and applied them through the training method. Then the teachers explained the three sub-specialties of the nose, throat, neck and ear in the multi-touch virtual dissection table. The teaching method can stimulate the learning interest because of its vivid three-dimensional sense. The characteristics of teaching and learning are beneficial to the cultivation of medical education teachers. In addition, the one-time investment of equipment breaks through the supply bottleneck of traditional anatomical consumables and promotes active learning among medical students. The multi-touch virtual anatomy system can effectively improve the teaching methods, facilitate the interesting teaching, and has broad application prospects in medical teaching. Key words: Multi-touch virtual anatomy system; Otolaryngology; Teaching; Application

Augmented Reality during Open Liver Surgery Using a Markerless Non-rigid Registration System

IntroductionIntraoperative navigation during liver resection remains difficult and requires high radiologic skills because liver anatomy is complex and patient-specific. Augmented reality (AR) during open liver surgery could be helpful to guide hepatectomies and optimize resection margins but faces many challenges when large parenchymal deformations take place. We aimed to experiment a new vision-based AR to assess its clinical feasibility and anatomical accuracy. Patients and MethodsBased on preoperative CT scan 3-D segmentations, we applied a non-rigid registration method, integrating a physics-based elastic model of the liver, computed in real time using an efficient finite element method. To fit the actual deformations, the model was driven by data provided by a single RGB-D camera. Five livers were considered in this experiment. In vivo AR was performed during hepatectomy (n = 4), with manual handling of the livers resulting in large realistic deformations. Ex vivo experiment (n = 1) consisted in repeated CT scans of explanted whole organ carrying internal metallic landmarks, in fixed deformations, and allowed us to analyze our estimated deformations and quantify spatial errors. ResultsIn vivo AR tests were successfully achieved in all patients with a fast and agile setup installation (< 10 min) and real-time overlay of the virtual anatomy onto the surgical field displayed on an external screen. In addition, an ex vivo quantification demonstrated a 7.9mm root mean square error for the registration of internal landmarks. ConclusionThese first experiments of a markerless AR provided promising results, requiring very little equipment and setup time, yet providing real-time AR with satisfactory 3D accuracy. These results must be confirmed in a larger prospective study to definitively assess the impact of such minimally invasive technology on pathological margins and oncological outcomes.

Application of Virtual Anatomy Technology in Postmortem Examination of Medical Dispute Cases.

Objective To discuss the application value of CT scanning technology in cause of death determination of medical dispute cases. Methods From July 2017 to December 2018, postmortem CT imaging data of 12 medical dispute cases were collected. CT imaging diagnosis results and anatomy findings as well as differences between antemortem and postmortem CT diagnosis were compared. The advantages and disadvantages of CT routine tests of the cadavers in terms of the diagnosis of disease and damage were analyzed. Results The comparison between CT imaging diagnosis and anatomical findings showed that CT scans had advantages in the diagnosis of disease and damage with large differences in density changes, such as atelectasis, pneumonia, calcification, fracture and hemorrhage, etc. The comparison of CT diagnosis in antemortem and postmortem examination showed that the cadavers of medical dispute cases were well preserved and that postmortem CT scan was meaningful for the diagnosis of antemortem diseases. Conclusion Virtual anatomy technology has a relatively high application value in postmortem examination of medical dispute cases. It can provide effective information for the appraisers before the autopsy and can also provide a reference for cause of death analysis when the anatomy cannot be performed.

Cerebral dural arterio-venous fistula – Part I: Virtual anatomy and pathoanatomy in CT and MR imaging

Cerebral dural arterio-venous fistula – Part I: Virtual anatomy and pathoanatomy in CT and MR imaging

Virtual anatomy and pathoanatomy: Cinematic rendering of a traumatic brain injury

Virtual anatomy and pathoanatomy: Cinematic rendering of a traumatic brain injury

Cinematic rendering for virtual anatomy and pathoanatomy in cranio-maxillofacial trauma care

Cinematic rendering for virtual anatomy and pathoanatomy in cranio-maxillofacial trauma care

Augmented reality and artificial intelligence-assisted surgical navigation: Technique and cadaveric feasibility study.

Purpose:Augmented reality-based image overlay of virtual bony spine anatomy can be projected onto real spinal anatomy using computer tomography-generated DICOM images acquired intraoperatively. The aim of the study was to develop a technique and assess the accuracy and feasibility of lumbar vertebrae pedicle instrumentation using augmented reality-assisted surgical navigation.Subjects and Methods:An augmented reality and artificial intelligence (ARAI)-assisted surgical navigation system was developed. The system consists of a display system which hovers over the surgical field and projects three-dimensional (3D) medical images corresponding with the patient's anatomy. The system was registered to the cadaveric spine using an optical tracker and arrays with reflective markers. The virtual image overlay from the ARAI system was compared to 3D generated images from intraoperative scans and used to percutaneously navigate a probe to the cortex at the corresponding pedicle starting point. Intraoperative scan was used to confirm the probe position. Virtual probe placement was compared to the actual probe position in the bone to determine the accuracy of the navigation system.Results:Four cadaveric thoracolumbar spines were used. The navigated probes were correctly placed in all attempted levels (n = 24 levels), defined as Zdichavsky type 1a, Ravi type I, and Gertzbein type 0. The virtual overlay image corresponded to the 3D generated image in all the tested levels.Conclusions:The ARAI surgical navigation system correctly and accurately identified the starting points at all the attempted levels. The virtual anatomy image overlay precisely corresponded to the actual anatomy in all the tested scenarios. This technology may lead more uniform outcomes between surgeons and decrease minimally invasive spine surgery learning curves.

Application of the interaction teaching mode integrated with virtual anatomy platform in teaching Meridian and Acupoints

To observe the effect of the interaction teaching mode integrated with Visible Body virtual anatomy platform in teaching Meridian and Acupoints. A total of 60 students in the class of 2017 in the discipline of acupuncture-moxibustion and tuina, Xiangnan University were recruited and randomized into an observation group and a control group, 30 students in each one. In the control group, the traditional practical teaching mode was used. In the observation group, the interaction teaching mode integrated with virtual anatomy platform was adopted. The teaching duration was 10 class hours in both groups. After accomplishing the teaching schedule, the practical examination was conducted in the localization of commonly-used acupoints, very useful acupoints and the dangerous acupoints as well as acupuncture manipulation techniques. Moreover, the degree of satisfaction was investigated among the students in the two groups and the self-learning ability was evaluated in 3-month follow-up visit. In the observation group, the scores for the localization and acupuncture manipulation of commonly-used acupoints, very useful acupoints and the dangerous acupoints, as well as the degree of satisfaction of the 3 items, i.e. interesting, interaction and leaning-assistance were all higher than those in the control group (P<0.05). The degree of satisfaction in the acceptance and leaning-participation, as well as the scores of self-learning ability in 3-month follow-up visit were not different statistically between the two groups (P>0.05). The interaction teaching mode integrated with virtual anatomy platform improves the effect on teaching Meridian and Acupoints and achieves the high student satisfaction.

Can Virtual Anatomy Improve Students’ Understanding of Orthognathic Surgery?

Can Virtual Anatomy Improve Students’ Understanding of Orthognathic Surgery?

Modeling and simulation of an anatomy teaching system

Specimen observation and dissection have been regarded as the best approach to teach anatomy, but due to the severe lack of anatomical specimens in recent years, the quality of anatomy teaching has been seriously affected. In order to disseminate anatomical knowledge effectively under such circumstances, this study discusses three key factors (modeling, perception, and interaction) involved in constructing virtual anatomy teaching systems in detail. To ensure the authenticity, integrity, and accuracy of modeling, detailed three-dimensional (3D) digital anatomical models are constructed using multi-scale data, such as the Chinese Visible Human dataset, clinical imaging data, tissue sections, and other sources. The anatomical knowledge ontology is built according to the needs of the particular teaching purposes. Various kinds of anatomical knowledge and 3D digital anatomical models are organically combined to construct virtual anatomy teaching system by means of virtual reality equipment and technology. The perception of knowledge is realized by the Yi Chuang Digital Human Anatomy Teaching System that we have created. The virtual interaction mode, which is similar to actual anatomical specimen observation and dissection, can enhance the transmissibility of anatomical knowledge. This virtual anatomy teaching system captures the three key factors. It can provide realistic and reusable teaching resources, expand the new medical education model, and effectively improve the quality of anatomy teaching.

Four learning tools of the Visible Korean contributing to virtual anatomy

The sectioned images of a male's whole body were used for making the four learning tools: the first tool to show the sectioned and color-filled images; the second tool to show surface models of individual structures; the third tool to show a volume model that was continuously peeled; the fourth tool to show a volume model that was freely sectioned. This study was intended to propose the possible learning effects of the four tools. The fourth tool that was recently developed to facilitate oblique sectioning and rotation of the volume model in real time. The four learning tools had their own characteristics, so that they could be separately used for specific achievements. Further, the combination of the tools based on the same raw data may result in a synergic effect. All the tools can be downloaded from the Visible Korean homepage (anatomy.co.kr) gratis. With the four learning tools, students may experience virtual dissection simulation regardless of the place, time, or economic status. Such free learning tools and commercial learning tools need to be improved to compensate and compete with each other.

Developing and evaluating virtual anatomy resources for teaching allied health disciplines

Allied health professionals require an understanding of anatomy for purposes such as planning radiotherapy, or treating muscle imbalance. In practice, they will rarely see the structure they are treating, but seeing it during their education is invaluable. To reveal deep structures in the human body, neighbouring structures are unavoidably removed as a donated human body is dissected. Academic and clinical staff approached the challenge for students’ understanding of the male reproductive and urinary system, which is indeed disrupted by dissection. An existing radiotherapy planning instrument Virtual Environment for Radiotherapy Training was used to create videos of real patients’ internal structures. Structures difficult to see in dissection, models and images were transformed from magnetic resonance and computerised tomography scans into videos that appeared three-dimensional, for use by students learning anatomy. Qualitative evaluation of these anatomy videos suggested that they can be accessed at students’ convenience and can be customised with captions, pauses or quizzes. Quantitative evaluation suggested that offering assessment-related incentives may not result in all students choosing to access the videos, but that those who did performed better on both labelling and short answer explanations of related content on immediate and short-term testing.

Real-time intraoperative 3D image intensifier-based navigation in reversed shoulder arthroplasty- analyses of image quality

BackgroundDue to the high anatomical variability and limited visualization of the scapula, optimal screw placement for baseplate anchorage in reversed total shoulder arthroplasty (rTSA) is challenging. Image quality plays a key role regarding the decision of an appropriate implant position. However, these data a currently missing for rTSA and were investigated in the present study. Furthermore, the rate of required K-wire changes for the central peg as well as post-implantation inclination and version were assessed.MethodsIn ten consecutive patients (8 female, 86 years, range 74–94) with proximal humeral fracture and indication for rTSA, an intraoperative 3D-scan of the shoulder with a 3D image intensifier (Ziehm Vision FD Vario 3D© [Ziehm Imaging GmbH, Nürnberg, Germany]) was performed after resection of the humeral head. Using the Vectorvision© Software (Brainlab AG, Feldkirchen, Germany), the virtual anatomy was compared to the visible anatomical landmarks. After implantation of the baseplate, a 3D scan was performed. All 3D scans included multiplanar reconstruction (MPR) and the cinemode to examine screw and baseplate placement. The rate of required K-wire changes was assessed. The intraoperative 3D image quality (modified visual analogue scale [VAS] and point system) was assessed before and after implantation of the glenoid component. Inclination and version were determined in post-implantation scans.ResultsThe virtually presented anatomical landmarks always correlated to the anatomical visible points indicating an good virtual accuracy. The central K-wire position was corrected in three cases due to a deviation from the face plane technique position. The VAS was higher for the pre-implantation MPR (6.7, range 5–8) compared to the post-implantation acquired MPR (5.1, range 4–6; p = 0.0002). The point system showed a reduced quality in all subcategories, especially regarding the grading of the articular surfaces. The preoperative (7.9, range 6–9) and post-implantation (7.9, range 6–9) cinemode displayed no significant differences (p = 0.6).ConclusionThe present study underlines the need for the improvement of 3D image intensifiers algorithms to reduce artifact associated impaired image quality to enhance the benefit of real-time intraoperative 3D scans and navigation.

Anatomage Table 6

Anatomage Table 6, launched in fall 2018, is the latest software for users of the Anatomage Virtual Dissection Table. Anatomage Table 6 comprises numerous virtual anatomy dissection and study tools for use by anatomy students and instructors. This review provides an overview and assessment of Anatomage Table 6’s primary tools and advanced navigation features.

Anatomage Virtual Dissection Table: a Supplemental Learning Aid for Human Anatomy Education During an Undergraduate Outreach Activity

Learning anatomy from books has its limitations. Cadaver dissection and prosection had proven to be the ideal method of learning anatomy, though they also have restrictions. Commercially, there are several tools for the enhancement of learning and teaching anatomy, such as 3D virtual anatomy apps and anatomical models. The Anatomage, a virtual anatomy dissection table, is a powerful virtual table with capabilities of dissection and prosection of the complete human body or segments.PurposeEnhance anatomical learning through the use of prosections of human cadavers and the Anatomage as adjunct teaching tools in undergraduate Anatomy and Physiology (A&amp;P) students.MethodsIn collaboration with the Dallas Campus, the Anatomy Observational Outreach (AOO) stood to target undergraduate students from the Texas Woman's University (TWU) Denton Campus with interest in learning advanced human anatomy. There were 100 A&amp;P laboratory students recruited for the AOO. After they took a 10 question pre‐test prior to the outreach, the students were allocated to smaller groups to observe human cadavers (group A) and the Anatomage (group B), guided by two Anatomy Professors, where they identified structures related to several anatomical systems. Students then answered post‐tests (identical to the pre‐tests) for the purpose of quantifying learning parameters to measure the success of prosection/anatomage. Finally, students were asked to respond to a 10 question feedback survey reporting their AOO experience.Results81% of participating students considered the undergraduate A&amp;P courses to be lacking without the Anatomage, and believed the table to be an imperative tool in thoroughly learning and applying human anatomy. Moreover, 98% of the students increased in knowledge of extensive human anatomy.ConclusionIntegrating the Anatomage, the virtual dissection and anatomy table, into undergraduate A&amp;P courses is paramount to the comprehensive learning and application of human anatomy in students' future health careers.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

3D Anatomy Application (App): A Supplemental Learning Aid for Upper Extremity Anatomy Occupational Therapy Courses

Traditionally, graduate anatomy is learned from books, cadaver dissections, and prosections. During a lecture, the most common tool for presentations are screen projections such as PowerPoint presentations. Although this method has its teaching/learning advantage, it remains a 2‐dimensional surface unfavorable for depth perception, anatomical relationships, and clinical applications. Currently, there are several tools for the enhancement of learning and teaching anatomy, such as 3D virtual anatomy apps and anatomical models.PurposeEnhance learning through anatomy 3D applications integrated into an Upper Extremity Anatomy course for occupational therapy (OT) students.MethodsThere were 46 OT students (2 males and 44 females) enrolled in the TWU Summer 2018 Upper extremity anatomy course from the Dallas and Houston campuses. In supporting the lecture component, 3‐dimensional animations (“Complete Anatomy” app on an iPad Pro) of different anatomical upper extremity structures were projected to the big screen for the students to improve their understanding of the anatomy content that was covered. Upon course completion, the students were requested to provide their feedback and impressions regarding this combined teaching technique. Questions were tailored to examine the students' perception of integrating the app into the course, preference of the different tools used in the course, as well as their opinion on using this tool in the future.Results96% of the students reported that the anatomy app was very helpful (85%–39/46), helpful (9%–4/46) or good (2%–1/46) in aiding to their comprehension of complex anatomy structures. It was found that the anatomy app was preferred secondly to the hands‐on prosection as a teaching tool. Moreover, 100% of the students considered that the anatomy app would be a helpful tool in OT Upper Extremity courses.ConclusionCombining the 3D anatomy apps into graduate anatomy courses appears to be a useful tool for the comprehensive learning of human anatomy. This is demonstrated by the selection of the 3D app by graduate students as the second best teaching tool to learn anatomy.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Using Anatomy to Foster Competencies in the First Year of Medical School

ObjectiveTo prepare medical students for life‐long learning by using a competency‐based approach to anatomy.BackgroundSmall group learning affords an opportunity for students to learn from each other while they develop four competencies: fostering knowledge for practice, interpersonal and communication skills, professionalism, and personal and professional developmentThe virtual anatomy course is taught in 35 two‐hour sessions with teams of students moving through stations where they teach each other. This approach requires the students prepare by focused reading to teach to their peers.DesignBefore each anatomy session, the students receive an iBook that contains both pre‐readings and modules. The readings replace the traditional introductory lecture; the modules direct the students through the concepts of the lab experience. Students work in pre‐assigned groups of six; two students from each group are required to teach one of the three modules. The modules are 20 minutes in length.OutcomesOver the course of 1 year of study, students must learn to disengage from their pre‐med passive approach to learning and engage in a professional active learning mode.Strengths and LimitationsThere was widespread skepticism that students would not know how to teach each other. Students took many months to switch from a lecture‐based system to active learning. However, by the end of the 12 months of anatomy sessions, the students were engaged, worked effectively with each other, and demonstrated mastery of the anatomy content both in class and on standardized NBME exams.Feasibility and generalizabilityThis approach of learning by teaching makes the out‐of‐class preparation necessary for a ‘flipped classroom’ into a more active process and results in deeper understanding than reading alone. It is both feasible and generalizable to other courses.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Characteristic Changes and 3D Virtual Measurement of Lung CT Image Parameters in the Drowning Rabbit Model.

To use virtual anatomy technique in the analysis of post-mortem characteristic changes of CT images in the experimental drowning rabbit model and the related parameters in 3D virtual model, so as to explore its application value in the diagnosis of drowning in forensic pathology. A model of drowning rabbits was established, with animal models of hemorrhagic shock and mechanical asphyxia as the controls. CT scan was performed on the experimental animals, and the differences in imaging features between the groups were compared by morphological reading of the tomographic images. CT data were imported into Mimics 14.0 software for 3D modeling. The CT values and lung volumes were calculated by the software, and the differences on CT values and lung volumes brought by different causes of death were analyzed. The CT images of lungs in the drowning group showed characteristic ground-glass opacity （diffuse and uniform density increase）. There were no obvious abnormalities in hemorrhagic shock group, and only a few similar changes were found in the mechanical asphyxia group. Compared with the controls, the CT values and the lung volumes in the drowning group were significantly increased P<0.05. Based on post-mortem lung imaging, the combination of CT value and lung volume changes can effectively reflect the virtual anatomical features in drowning, and provide a diagnostic basis for the forensic identification of drowning.