ABSTRACT
Collaborative online anatomy education has become increasingly utilized due to a trend toward student-centered independent learning, as well as the ongoing COVID-19 pandemic limiting in-person group activities. Anatomy education is heavily reliant on visuotactile experience and presents a challenge during online instruction. In an effort to provide an effective experience, the Head and Neck block (Fall Semester, 2020) was presented as an online activity that included extended reality anatomy models derived from three-dimensional medical illustrations (artistic), dissections, plastinates, and segmentations, and posted on the Sketchfab platform for student viewing. The purpose of this study was to assess student preference of anatomical models during online anatomy instruction. A photogrammetry workflow was developed to digitize the dissected and plastinated specimens that were posted to the sketchfab.com platform and presented via a secured university-based website hosting service (xrcore.jabsom.hawaii.edu). Segmented models were derived from MRI cadaveric scans, and artistic models were created based on segmented graphics primitives that are defined as nondivisible graphical elements, such as planes or spheres, for input or output within a computer-graphics system. Technical requirements were minimal and relied on several open-source or limited subscription software packages. Accession was recorded and compared using a chi-square analysis. A comparison of the preference of the models was conducted using student surveys (n = 79). When compared to all learning resources, actual dissections were most preferred (34.1%). However, plastinated models were considered most/more preferred (54.3%) compared to other assets suggesting a broader preference as a learning resource. These results suggest that plastinated models are effective and engaging tools for the instruction of gross anatomy for medical students. © 2021, International Society for Plastination. All rights reserved.
ABSTRACT
Many challenges emerging from the current COVID-19 pandemic are behavioral in nature, which has prompted the field of behavioral design to propose solutions for issues as wide-ranging as hand-washing, wearing masks, and the adoption of new norms for staying and working from home. However, on the whole these behavioral interventions have been somewhat underwhelming, exposing an inherent brittleness that comes from three common "errors of projection" in current behavioral design methodology: Projected stability, which fails to recognize that interventions often function within inherently unstable systems;projected persistence, which neglects to account for changes in those system conditions over time;and projected value, which assumes that definitions of success are universally shared across contexts. Borrowing from strategic design and futures thinking, a new proposed strategic foresight model-behavioral planning-allows practitioners to better address these system-level, anticipatory, and contextual weaknesses by more systematically identifying potential forces that may impact behavioral interventions before they have been implemented. Behavioral planning will help designers more effectively elicit signals indicating the emergence of forces that may deform behavioral interventions in emergent COVID-19 contexts, and promote "roughly right" directional solutions at earlier stages in solution development to better address system shifts. © 2021 Universidade do Vale do Rio dos Sinos. All rights reserved.