LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Manson, Amy; Poyade, Matthieu; Rea, Paul (2015)
Publisher: BioMed Central
Journal: BMC Medical Imaging
Languages: English
Types: Article
Subjects: 3D, Volumetric visualisation, Technical Advance, Neuroanatomy, Radiology Nuclear Medicine and imaging, Ventricular

Classified by OpenAIRE into

mesheuropmc: education
BACKGROUND:\ud \ud The use of computer-aided learning in education can be advantageous, especially when interactive three-dimensional (3D) models are used to aid learning of complex 3D structures. The anatomy of the ventricular system of the brain is difficult to fully understand as it is seldom seen in 3D, as is the flow of cerebrospinal fluid (CSF). This article outlines a workflow for the creation of an interactive training tool for the cerebral ventricular system, an educationally challenging area of anatomy. This outline is based on the use of widely available computer software packages.\ud \ud METHODS:\ud \ud Using MR images of the cerebral ventricular system and several widely available commercial and free software packages, the techniques of 3D modelling, texturing, sculpting, image editing and animations were combined to create a workflow in the creation of an interactive educational and training tool. This was focussed on cerebral ventricular system anatomy, and the flow of cerebrospinal fluid.\ud \ud RESULTS:\ud \ud We have successfully created a robust methodology by using key software packages in the creation of an interactive education and training tool. This has resulted in an application being developed which details the anatomy of the ventricular system, and flow of cerebrospinal fluid using an anatomically accurate 3D model. In addition to this, our established workflow pattern presented here also shows how tutorials, animations and self-assessment tools can also be embedded into the training application.\ud \ud CONCLUSIONS:\ud \ud Through our creation of an established workflow in the generation of educational and training material for demonstrating cerebral ventricular anatomy and flow of cerebrospinal fluid, it has enormous potential to be adopted into student training in this field. With the digital age advancing rapidly, this has the potential to be used as an innovative tool alongside other methodologies for the training of future healthcare practitioners and scientists. This workflow could be used in the creation of other tools, which could be developed for use not only on desktop and laptop computers but also smartphones, tablets and fully immersive stereoscopic environments. It also could form the basis on which to build surgical simulations enhanced with haptic interaction.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • 1. Dandy W. Ventriculography following the injection of air into the cerebral ventricles. Ann Surg. 1918;68(1):5-11.
    • 2. Schwartz D, Heiser J. Spatial representations and imagery in learning. In: Sawyer R, editor. The Cambridge Handbook of the Learning Sciences. Cambridge: Cambridge University Press; 2006. p. 283-9.
    • 3. Carolan J, Prain V, Waldrip B. Using representations for teaching and learning in science. Teach Sci J Aust Sci Teachers Assoc. 2008;54(1):18-23.
    • 4. Marks Jr S. The Role of Three-Dimensional Information in Health Care and Medical Education: The Implications for Anatomy and Dissection. Clin Anat. 2000;13(6):448-52.
    • 5. Stahl G, Koschmann T, Suthers D. Computer-supported collaborative learning. In: Sawyer R, editor. The Cambridge Handbook of the Learning Sciences. Cambridge: Cambridge University Press; 2006. p. 409-26.
    • 6. Hopkins R, Regehr G, Wilson T. Exploring the changing learning environment of the gross anatomy lab. Acad Med. 2011;86(7):883-8.
    • 7. Nieder G, Scott J, Anderson MD. Using QuickTime Virtual Reality Objects in Computer-Assisted Instruction of Gross Anatomy: Yorick - the VR Skull. Clin Anat. 2000;13:287-93.
    • 8. Golland P, Kikinis R, Halle M, Umans C, Grimson W, Shenton M, et al. AnatomyBrowser: A Novel Approach to Visualization and Integration of Medical Information. Comput Aided Surg. 1999;4(3):129-43.
    • 9. Schittek M, Matteos N, Lyon H, Attström R. Computer assisted learning. A Review. Eur J Dent Educ. 2001;5(3):93-100.
    • 10. Rosenberg H, Grad H, Matear D. The effectiveness of computer-aided, self-instructional programs in dental education: a systematic review of the literature. J Dent Educ. 2003;67(5):524-32.
    • 11. Ruiz J, Mintzer M, Leipzig R. The Impact of E-Learning in Medical Education. Acad Med. 2006;81(3):207-12.
    • 12. Petersson H, Sinkvist D, Wang C, Smedby O. Web-based interactive 3D visualisation as a tool for improved anatomy learning. Anat Sci Educ. 2009;2(2):61-8.
    • 13. Stull A, Hegarty M, Mayer R. Getting a handle on learning anatomy with interactive three-dimensional graphics. J Educ Psychol. 2009;101(4):803-16.
    • 14. Brewer D, Wilson T, Eagleson R, De Ribaupierre S. Evaluation of Neuroanatomical Training Using a 3D Visual Reality Model. In: Westwood J, Westwood S, Fellander-Tsai L, Haluck R, Robb R, Senger S, et al., editors. Medicine Meets Virtual Reality. 19. Netherlands: IOS Press BV; 2012. p. 85-91.
    • 15. Levinson A, Weaver B, Garside S, McGinn H, Norman G. Virtual reality and brain anatomy: a randomised trial of e-learning instructional designs. Med Educ. 2007;41(5):495-501.
    • 16. Mayer R, Moreno R. Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educ Psychol. 2003;38(1):43-52.
    • 17. Tversky B, Morrison J, Betrancourt M. Animation: can it facilitate? Int J Hum Comput Stud. 2002;57(4):247-69.
    • 18. Kühl T, Scheiter K, Gerjets P, Gemballa S. Can differences in learning strategies explain the benefits of learning from static and dynamic visualizations? Comput Educ. 2011;56(1):176-87.
    • 19. Wilson TD. Role of Image and Cognitive Load in Anatomical Mutimedia. In: Chan LK, Wojciech P, editors. Teaching Anatomy: A Practical Guide. Part V: Springer International Publishing; 2015. p. 237-46.
    • 20. Mayer R. Learning with technology. In: Dumont H, Istance D, Benavides F, editors. The nature of learning: using research to inspire practice: OECD (Organisation for Economic Co-operation and Development) Publishing; 2010. p. 179-98.
    • 21. Mayer R. Applying the science of learning to medical education. Med Educ. 2010;44(6):543-9.
    • 22. Keehner M, Hegarty M, Cohen C, Khooshabeh P, Montello D. Spatial reasoning with external visualizations: what matters is what you see, not whether you interact. Cognit Sci. 2008;32(7):1099-132.
    • 23. Estevez M, Lindgren K, Bergethon P. A Novel Three-Dimensional Tool for Teaching Human Neuroanatomy. Anat Sci Educ. 2010;3(6):309-17.
    • 24. Pani J, Chariker J, Naaz F, Mattingly W, Roberts J, Sephton S. Learning with interactive computer graphics in the undergraduate neuroscience classroom. Adv Health Sci Educ. 2014;19(4):507-28.
    • 25. Vernon T, Peckham D. The benefits of 3D modelling and animation in medical teaching. J Audiov Media Med. 2002;25(4):142-8.
    • 26. Adams C, Wilson T. Virtual cerebral ventricular system: an MRI-based three-dimensional computer model. Anat Sci Educ. 2011;4(6):340-7.
    • 27. Nguyen N, Wilson T. A Head in Virtual Reality: Development of A Dynamic Head and Neck Model. Anat Sci Educ. 2009;2(6):294-301.
    • 28. Sergovich A, Johnson M, Wilson T. Explorable Three-Dimensional Digital Model of the Female Pelvis, Pelvic Contents, and Perineum for Anatomical Education. Anat Sci Educ. 2010;3(3):127-33.
    • 29. Yeung J, Fung K, Wilson T. Development of a computer-assisted cranial nerve simulation from the visible human dataset. Anat Sci Educ. 2010;4(2):92-7.
    • 30. Pedersen K, Wilson T, De Ribaupierre S. An interactive program to conceptualize the anatomy of the internal brainstem in 3D. Stud Health Tech Informat. 2013;184:319-23.
    • 31. Anderson L, Krathwohl D, Bloom B. A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives.: Allyn & Bacon; 2001.
    • 32. Kikinis R, Shenton M, Iosifescu D, McCarley R, Saiviroonporn P, Hokama H, et al. A digital brain atlas for surgical planning, model-driven segmentation, and teaching. Visual Comput Graph. 1996;2(3):232-41.
    • 33. Nicholson D, Chalk C, Funnel W, Daniel S. Can virtual reality improve anatomy education? A randomised controlled study of a computer-generated three-dimensional anatomical ear model. Med Educ. 2006;40(11):1081-7.
    • 34. Mayer R. Multimedia Learning. 2nd ed. Cambridge: Cambridge University Press; 2009.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article