139 - 3D Visualization of Vasculature of the Head and Neck: From Students’ Perspectives

Poster Board Number: 139
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Gongchao Yang, MD. - Professor, Advanced Biomedical Education, University of Mississippi Medical Center; Edgar Meyer, Ph.D - Assistant Professor, Advanced Biomedical Education, University of Mississippi Medical Center; Timothy Wilson, Ph.D - Associate Professor, Department of Anatomy and Cell Biology, Schulich School of Medicine and Dentistry, Western University

Abstract Body : Background: Stereoscopic projection enables realistic, group-based, three-dimensional (3D) anatomical model viewing and interaction. Most 3D models are used in the laboratory setting with self-directed learning. Often, stereoscopic models constitute vignettes presented as short-descripted lectures, but little data exists describing use and student acceptance. Methods: Professional students participated in this study (IRB#0241) providing feedback on their experiences using the models. The 3D head and neck models were created from computed tomographic angiography (CTA) slice data. The models contained distinct materials (505 axial images) customizable for anatomical visualization of the anatomy for the virtual laboratory. Head and neck vascular models were integrated into virtual laboratory experiences. The questionnaire about students’ experiences in the 3D learning session and what is their attitude toward the 3D vascular models, was designed in the format of 5-point Likert-scale and multiple-choice questions regarding preference and use of the resources. Results: Medical and dental students (n=18) participated in the study. Participants indicated the 3D model was innovative, and the materials were easy to navigate. There was strong agreement that the 3D model was interesting and engaging for learning. The question of whether a 3D model showed the orientation of materials better than a flat screen image was strongly agreed. Students also indicated that the 3D model was relevant to the materials they learned in the lab experience, was a better orientation of structures than two-dimensional (2D) images, and was a useful guide for dissection, and most students preferred to use the model during lecture. Discussion: Head and neck regions are some of the most complex areas in gross anatomy. The 3D virtual model enables student visualization of internal cortical anatomy and spatial relationships of structures to each other. Some of the more challenging relationships are difficult to visualize during dissection, and these models may play an important role in providing elucidation of these intricate visualizations. Most students agree that 3D models are novel, useful, easy to navigate, and better at displaying anatomical objectives than current display methods. Most students prefer using 3D models during lectures. Conclusion: The 3D models and paired learning sessions occupy a unique space in the modern learning continuum. The approach engages students in learning anatomical structures and their relationships, thus complementing the complex materials learned from the textbook and laboratory sessions. Stereoscopic anatomy models used in small groups can be used as formative and/or summative learning experiences as pre- or post-laboratory exercises.