Advanced 3D visualization in student-centred medical education

Abstract

Background: Healthcare students have difficulties achieving a conceptual understanding of 3D anatomy and misconceptions about physiological phenomena are persistent and hard to address. 3D visualization has improved the possibilities of facilitating understanding of complex phenomena. A project was carried out in which high quality 3D visualizations using high-resolution CT and MR images from clinical research were developed for educational use. Instead of standard stacks of slices (original or multiplanar reformatted) volume-rendering images in the quicktime VR format that enables students to interact intuitively were included. Based on learning theories underpinning problem based learning, 3D visualizations were implemented in the existing curricula of the medical and physiotherapy programs. The images/films were used in lectures, demonstrations and tutorial sessions. Self-study material was also developed.

Aims: To support learning efficacy by developing and using 3D datasets in regular health care curricula and enhancing the knowledge about possible educational value of 3D visualizations in learning anatomy and physiology.

Method: Questionnaires were used to investigate the medical and physiotherapy students’ opinions about the different formats of visualizations and their learning experiences.

Results: The 3D images/films stimulated the students will to understand more and helped them to get insights about biological variations and different organs size, space extent and relation to each other. The virtual dissections gave a clearer picture than ordinary dissections and the possibility to turn structures around was instructive.

Conclusions: 3D visualizations based on authentic, viable material point out a new dimension of learning material in anatomy, physiology and probably also pathophysiology. It was successful to implement 3D images in already existing themes in the educational programs. The results show that deeper knowledge is required about students’ interpretation of images/films in relation to learning outcomes. There is also a need for preparations and facilitation principles connected to the use of 3D visualizations.

Additional information

Notes on contributors

Charlotte Silén

CHARLOTTE SILÉN, RN, PhD, Assistant Professor in Higher Education and Head of the Division for Learning and Teaching Research in Medicine and Care. She is senior lecturer in the nursing program. Her research field is student centred learning in higher education, especially PBL, self directed learning, the tutors role, assessment and e-learning.

Staffan Wirell

STAFFAN WIRELL, MD, PhD, Assistant Professor in Medical Radiology and senior lecturer in the medical program. He is a member of the undergraduate medical program committee and deeply involved in educational development concerning the medical program. He is also active in pedagogical courses for faculty.

Joanna Kvist

JOANNA KVIST, RPT, PhD, Associated Professor in Physical Therapy and senior lecturer in the physical therapy program. Her research area of interest includes rehabilitation in sports medicine with specific focus in knee injuries.

Eva Nylander

EVA NYLANDER, MD, PhD, Professor in Clinical Physiology. She is responsible for the cardiovascular field in the medical program.

Örjan Smedby

ÖRJAN SMEDBY, MD, PhD, Professor of Medical Radiology and involved in the medical program. He was one of the founders of the Centre for Medical Image Science and Visualization, CMIV. He has been the project director for the 3D visualisation project that is described and analyzed in this article.