Web‐based interactive 3D visualization as a tool for improved anatomy learning

TLDR

Conventional dissection‑based anatomy education is declining. The study aimed to evaluate students’ valuation and learning gains from a novel VR anatomy tool based on virtual contrast injection. The authors created nine interactive 3D vascular VR models using an OsiriX‑based virtual contrast injection segmentation tool, exported them as QTVR files, and integrated them into the web‑based Educational Virtual Anatomy (EVA) program. Students’ attitudes toward the EVA program were positive compared with anatomy textbooks, but not with dissections, and knowledge tests suggest a potentially beneficial effect on learning.

Abstract

Despite a long tradition, conventional anatomy education based on dissection is declining. This study tested a new virtual reality (VR) technique for anatomy learning based on virtual contrast injection. The aim was to assess whether students value this new three-dimensional (3D) visualization method as a learning tool and what value they gain from its use in reaching their anatomical learning objectives. Several 3D vascular VR models were created using an interactive segmentation tool based on the "virtual contrast injection" method. This method allows users, with relative ease, to convert computer tomography or magnetic resonance images into vivid 3D VR movies using the OsiriX software equipped with the CMIV CTA plug-in. Once created using the segmentation tool, the image series were exported in Quick Time Virtual Reality (QTVR) format and integrated within a web framework of the Educational Virtual Anatomy (EVA) program. A total of nine QTVR movies were produced encompassing most of the major arteries of the body. These movies were supplemented with associated information, color keys, and notes. The results indicate that, in general, students' attitudes towards the EVA-program were positive when compared with anatomy textbooks, but results were not the same with dissections. Additionally, knowledge tests suggest a potentially beneficial effect on learning.