Advanced 3D visualization in student-centred medical education

Figures & data

Table

Practice points
•Authentic 3D images and films help students to better understanding of spatial anatomy.
•High quality 3D visualisations can be easily produced and made available in health care education.
•Successful implementation of new visual technology requires teachers’ involvement in both planning and implementation.
•Students need time for introduction in order to be able and interested in using new media.
•Virtual dissections based on authentic material add educational value.

Figure 1. Image-based scenario example. Frame from an MRI movie illustrating the motion of the cardiac chambers.

Figure 2. Self-study material in QuickTime VR format. Volume rendering of CT image of the heart, aorta, pulmonary arteries and veins, dorsal aspect. One image from a file containing approximately 400 projections, selected by moving the mouse in the image.

Figure 3. Self-study material in QuickTime VR format. Volume rendering of CT image of the knee, inferior ventral aspect. One image from a file containing approximately 400 projections, selected by moving the mouse in the image.

Table 1.  The answering rate from the questionnaires used in the project

	1st semester autumn 2005	2nd semester spring 2006	3rd semester spring 2006
Medical students		(a) Scenarios: 62/62	Lecture, demonstration,
		(b) End of circulation theme: 31/62	Self-study material: 33/61
Physiotherapy students	Lecture: 17/17

Figure 4. Questionnaire answers of medical students after scenarios concerning the anatomy and physiology of the heart, (n = 62). Asterisks denote questions with a significant difference (p < 0.05) between agreeing answers (1–2) and disagreeing answers (4–5). Degree signs denote questions with borderline significance (0.05¾p < 0.10) of the difference.

Figure 5. Questionnaire answers of medical students after the lecture “Functional anatomy of the thoracic organs” (n = 26). Asterisks denote questions with a significant difference (p < 0.05) between agreeing answers (1–2) and disagreeing answers (4–5).

Figure 6. Questionnaire answers of medical students after the demonstration of 4D MR images of the pumping cardiac ventricles and flow (n = 23). Asterisks denote questions with a significant difference (p < 0.05) between agreeing answers (1–2) and disagreeing answers (4–5).