Augmented Reality Implementation for Human Anatomy Learning in Medical Education: A Review

The COVID-19 pandemic has changed the style of teaching and learning, one of them in medical education. Face-to-face meetings during the COVID-19 pandemic can no longer be done freely. With existing limitations, students are required to learn to understand learning without face-to-face with educators, especially medical students. So, it is necessary touse learning media that can increase active learning and learning independently. Learning media such as augmented reality is one that needs to be studied to help students learn. This research aims to understand the state-of-the-art of augmented reality implementation for human anatomy learning in the medical education field from 2018 to 2022. This research reviews recent studies about augmented implementation for human anatomy learning in medical education. The results of this research explain that there are things that can still be a challenge for further research. Future research can explore research for general people who use augmented reality to educate about human anatomy and the impact of its use. Another suggestion is to develop by minimizing the cost as low as possible. © 2022 IEEE.

A Large-Scale, Multiplayer Virtual Reality Deployment: A Novel Approach to Distance Education in Human Anatomy.

The arrival of COVID-19 restrictions and the increasing demand of online instruction options posed challenges to education communities worldwide, especially in human anatomy. In response, Colorado State University developed and deployed an 8-week-long large-scale virtual reality (VR) course to supplement online human anatomy instruction. Students (n = 75) received a VR-capable laptop and head-mounted display and participated in weekly synchronous group laboratory sessions with instructors. The software enabled students to remotely collaborate in a common virtual space to work with human anatomy using an artist-rendered cadaver. Qualitative data were collected on student engagement, confidence, and reactions to the new technology. Quantitative data assessed student knowledge acquisition and retention of anatomical spatial relationships. Results indicated that students performed better in the online course (mean = 82.27%) when compared to previous in-person laboratories (mean = 80.08%). The utilization of VR promoted student engagement and increased opportunities for student interaction with teaching assistants, peers, and course content. Notably, students reported benefits that focused on unique aspects of their virtual learning environment, including the ability to infinitely scale the cadaver and walk inside and around anatomical structures. Results suggested that using VR was equivalent to 2D methods in student learning and retention of anatomical relationships. Overall, the virtual classroom maintained the rigor of traditional gross anatomy laboratories without negatively impacting student examination scores and provided a high level of accessibility, without compromising learner engagement. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-023-01751-w.

Fast Track to Full Online Education in the Medical Field: Evaluating Effectiveness and Identifying Problems From the COVID-19 Experience

The research explores the key issues specific to the online learning format. The scholars surveyed 1540 students and teachers to collect the data. The purpose was to identify and find solutions to the distance learning problems in medical faculties. The research highlighted that 68% of students were dissatisfied with communication. Many educators have introduced ineffective teaching methods. Inadequate application of the programs prevents educators from introducing effective situation modelling, presenting medical and clinical case scenarios. It should ensure effective online communication with patients and other medical practitioners. The majority of students (62%) and teachers (68%) reported problems in these areas. The proposed online learning methods can be effective in teaching subjects such as general surgery, anatomy, pathological anatomy, topographic anatomy and operative surgery, and pathophysiology. The results can help educators to improve medical education. © 2022 IGI Global. All rights reserved.

Digital technology for facilitating inquiry-based learning during the COVID pandemic for human anatomy course.

BACKGROUND: Linking anatomy with the clinical approach for creating an inquisitive mind for a millennium via the digital platform is the need of the hour. Traditional lecturing makes students have rote memorization of the human anatomy. The inquiry-based project will allow undergraduate medical students to have a deeper understanding of human anatomy along with team building and interpersonal skill development. This approach of teaching would allow students to link the content taught for human anatomy with its clinical applicability and probably generate inquisitiveness for further exploring the course content. The study aimed to appraise and assess the perception of medical students and faculty about the inquiry-based digitalized project presentation. MATERIALS AND METHODS: A descriptive cross-sectional study was conducted for inquiry-based project presentation where students were divided into 15 groups with 15 inquiries, which were presented as projects on a digital platform under the guidance of the facilitator. The perception of students and faculty for the inquiry-based approach was collected using a validated survey questionnaire. The quantitative data were analyzed by SPSS-version 15, using descriptive statistics, Friedman's rank, and thematic analysis for qualitative data. RESULT: In total, 117 students participated in the pre-test and 129 in the post-test part of the study. Also, 79.1% of students appreciated that the inquiry-based project presentation approach allowed them to link anatomy with different courses; 73.6% agreed that this approach has a positive impact on their attitude toward learning anatomy. Then, 75.2% students appreciated of learning new skills using the digital platform. They agreed to have developed leadership (65.1%) and team-building skills (83.7%) and self-directed learning (SDL) improvement (71.3%). However, some students (9.3%) and faculty (16.7%) had been ostracized for presenting their inquiry-based projects on a digital platform, whereas 65.1% of students appreciated this approach. CONCLUSION: Inquiry-based learning approach would allow students to have a deeper understanding of the subject knowledge and skills for the SDL and learn strategies for the usage of virtual technology for literature search.

E-learning and impact on the teaching and evaluation of human anatomy during covid 19: a review of the quality of the literature

E-learning (electronic learning) is the process of teaching, learning and evaluation, through the internet and technology, that is, it is focused on learning methods, the expansion and connection of information, which in the use of a computer as an artifact in the learning process. The purpose of this review was to identify studies that explore e-learning technologies and their impact on the teaching and assessment process of Human Anatomy, and to assess the quality of published research. A systematic review of the literature was carried out in the databases Pudmed (Medline), Ovid (Cochrane Central), Ovid (Medline), Scopus, Web of science (clarivate) and Science Direct, including the keywords: Examination, Teaching, COVID-19 medical education, COVID-19, Medical student exams, Anatomy, Students, Medical. Research quality was assessed using the Medical Education Research Study Quality (MERSQI) instrument. In total, 202 research articles were found, and when applying the inclusion and exclusion criteria, a total of 24 articles were identified;After reading the articles, four investigations were chosen that met the synthesis criteria in this review. In general, the results showed a favorable impact of e -learning technologies since it facilitated access, flexibility and learning pace for each student, it also promoted new forms of teaching and evaluation in the discipline of Human Anatomy in medical students. during the Covid-19 pandemic. Thus, medical education for basic science in human anatomy indicates a transition from blended face-to-face and virtual learning to a blended learning model (b-learning).

Current issues of body donation for teaching and research purposes and their use in the Czech Republic.

Since time immemorial, bodies of deceased have been an integral part of teaching anatomy, and therefore the study of medicine. Without them, the teaching of anatomy, clinical anatomy and many research projects could not be realized. Nowadays, the European countries allow to use exclusively bodies of the deceased donors. Recently, we have registered a growing trend in the needs of the bodies not only for the purposes of medical education, but also for those of clinical anatomy. The question also arose of the suitability of using COVID-19 positive donors or the legislative possibility of obtaining bodies in the absence of donors in the donor program. Our communication addresses current issues of body donation for teaching and research purposes and their use in the Czech Republic.

Predicting 3D Model of Images for Augmented Reality Applications

Following the COVID-19 Pandemic, traditional offline education has shifted to the online model. Hence, studying anatomy in a 3D view without visiting virtual laboratories can benefit medical students in the online education system. Similarly, a 3D view of furniture items can help enhance customers’ shopping experience while shopping online. Our Android Application will leverage an Augmented Reality Camera to place 3D models in the user's space. To achieve this, we seek to predict the 3D model from a 2D image by using a Differentiable Renderer with PyTorch3D. Previously, Machine Learning Frameworks called Generative Adversarial Networks (3D GAN) used Variational Autoencoder to generate a 3D model corresponding to an input image. This approach was further improved by Hierarchical Surface Prediction (HSP) that used Convolutional Neural Networks (CNN) to predict Volumetric Pixels for the object surface rather than the object volume, reducing the computational power in contrast to 3D GAN. Finally, the Differentiable Renderer came into being and eliminated the drawbacks of 3D GAN and HSP techniques. The latter approaches only considered voxels for 3D Modelling;however, Differentiable Renderer uses Machine Learning to predict the texture and lighting of the model as well. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

GAAR: Gross Anatomy using Augmented Reality Mobile Application

Covid-19 pandemic has forced the teaching and learning activity into real time and real-world education meetings. The traditional physical and face-to-face meetings are avoided in accordance to reducing the close physical contacts among individuals. Thus, a new paradigm shift towards teaching and learning needs to be highly enforced. Teaching and learning on medical field especially require for real world anatomy against human or living things body. In response to providing the facility for medical teachers and learners, Gross Anatomy Augmented Reality (GAAR) is introduced. GAAR is an android mobile Augmented Reality (AR) learning tool to assist the educators and learners in internalizing 3D human anatomy with more fun and interactivity. The AR methodology is implied to attract the personal impacts and feelings towards operating of close to ‘real’ organ during anatomy practices. Traditional learning methods are changed with AR technology through small digital device. This application may be able to show the students the actual form of human gross anatomy and assist the teachers or educators’ in explaining the sciences behind human body in more interactive and interesting. Furthermore, this application uses a 3-dimensional object, video and interactive info so that students are interested in using this application. The AR for education and learning is vital in bridging the digital divide among all generations through the conversion of static pictures into real-like 3D animation. The implementation results show that, through the real visualization, small to adult learners can imitate the real truth on human organ and how this can motivate them to take care of their bodies that would lead to a healthier living styles as well as easy memorizing of the subject contents.

The Students' Point of View on the Teaching of Anatomy at the Universidad del Norte, Colombia, Amid the Covid-19 Pandemic

The Covid-19 pandemic has disrupted long-standing educational practices. In Colombia, online learning depends on academic and non-academic factors, and this dependence makes e-learning even more difficult. This paper aimed to study the students' viewpoint of Anatomy teaching at Universidad del Norte, Colombia, during the Covid-19 pandemic. One hundred sixteen students answered a questionnaire about their opinions on several topics related to online learning of Anatomy. The strongest correlation observed showed that the students agree that online anatomy classes make the subject more difficult to learn when compared to face-to-face lectures. Negative attitudes toward motivation, lack of personal contact with classmates, and complaints about being taught without laboratory sessions with cadavers were among the principal negative attitudes in students. After almost one year, motivation to participate in online classes went down;however, students improved their judgment about remote anatomy learning and their views about using authentic anatomy images during online sessions and substituting real anatomy images for apps. Anatomy sessions will have to adapt their learning tools to e-learning as time constraints allow, creating a new environment for students to participate, learn, and take advantage of this change.

Teaching histology and anatomy online during the COVID-19 pandemic.

The aim of this study is to analyze differences in participation, and in the results obtained in the anatomy and histology exams, over two academic years of the Sport Sciences degree course. During the first semester of the academic year 2019/2020 both the lectures and the exam took place face-to-face, while during the academic year 2020/2021 everything was done online. Statistical analysis revealed that the online modality was especially advantageous for the anatomy exam. Students' opinions were also assessed through a short questionnaire. The results showed that teachers involved themselves in both groups. Students needed to interact socially with teachers and colleagues and to ask them questions. Even if the differences were not significant, the difference was greater for face-to-face students in most comparisons. Finally, the most common methods of peer communication were by social media.

Online lessons of human anatomy: Experiences during the COVID-19 pandemic.

The social distancing measures necessitated by the COVID-19 pandemic have resulted in the migration of human anatomy lessons to virtual platforms. Even student communities have had to relocate online. The virtual replacement of visual-spatial and social elements, essential for studying anatomy, has posed particular challenges for educators. Our department used Microsoft Teams, an online communication platform, in conjunction with Visible Body, a 3D anatomical modeling program, EdiErmes online resources, and Leica Acquire for teaching microscopic anatomy. We delivered about 160 h of both synchronous and asynchronous lessons for students on the medical degree program per academic year. In this study, we compare face-to-face and distance teaching in order to define these different approaches better and to evaluate the final student scores. The aim is to debate the relevance of distance learning pedagogy to the design of new online anatomy teaching courses and the development of online learning. Analysis of the final scores showed that anatomy examinations after the online course had a statistically significantly higher average value than those obtained at the end of the face-to-face course. The experience at the University of Genoa shows that distance learning in the teaching of human anatomy was perceived by most students as useful and positive. Distance learning can be an effective support for anatomy teaching, facilitating a different mode of learning in which lessons and study are more sensitive to the individual's schedule and needs. Of course, we should not and cannot exclude face-to-face teaching.