Ellen Murgitroyd1, Marta Madurska2, Jasmina Gonzalez3, Angus Watson4. 1. General Surgery, Victoria Hospital Kirkcaldy, Hayfield Road, Kirkcaldy, KY2 5AH, United Kingdom. Electronic address: emurgitroyd@nhs.net. 2. Highland Surgical Bootcamp, Centre for Health Science, NHS Highland, Old Perth Road, Inverness, IV2 3JHR, United Kingdom. Electronic address: marta.madurska@nhs.net. 3. Highland Surgical Bootcamp, Centre for Health Science, NHS Highland, Old Perth Road, Inverness, IV2 3JHR, United Kingdom. Electronic address: Jasmina.mba.gonzalez@gmail.com. 4. Highland Surgical Bootcamp, Centre for Health Science, NHS Highland, Old Perth Road, Inverness, IV2 3JHR, United Kingdom. Electronic address: angus.watson@nhs.net.
Abstract
BACKGROUND: With an increasing move towards digitalisation of medical records and medical teaching, such as online exams and webinars, one of the questions that persists asks 'is there a place for digital anatomy teaching and can it effectively replace the traditional teaching methods such as cadaveric dissection?' Cadaveric dissection has a number of benefits as a teaching method but it also has its limitations. Although these can be partially addressed by prosections and new more "life-like" fixatives, it does not address the lack of resources and the increasing pressure to be able to study and learn at home. METHODS: This paper reviews the literature with regards to the suitability of digital models for teaching and the wider uses a 3D digital anatomy model could have, such as postgraduate teaching, patient education and surgical planning. It also looks briefly at the learning model that anatomy as art contributes. RESULTS: The literature has scattered examples of digital models used for teaching at both undergraduate and postgraduate level, which demonstrate a number of positive outcomes, mostly surrounding user satisfaction and convenience. 3D modelling for patient education and operation planning has less exploration, and these papers generate a number of discussion points, mostly surrounding the practicality of digital models, which can be more time consuming and require the technology to be widely available and reliable. CONCLUSIONS: 3D digital anatomy is a useful adjunct to teaching and its use in patient education and operation planning have interesting possibilities still to be fully explored.
BACKGROUND: With an increasing move towards digitalisation of medical records and medical teaching, such as online exams and webinars, one of the questions that persists asks 'is there a place for digital anatomy teaching and can it effectively replace the traditional teaching methods such as cadaveric dissection?' Cadaveric dissection has a number of benefits as a teaching method but it also has its limitations. Although these can be partially addressed by prosections and new more "life-like" fixatives, it does not address the lack of resources and the increasing pressure to be able to study and learn at home. METHODS: This paper reviews the literature with regards to the suitability of digital models for teaching and the wider uses a 3D digital anatomy model could have, such as postgraduate teaching, patient education and surgical planning. It also looks briefly at the learning model that anatomy as art contributes. RESULTS: The literature has scattered examples of digital models used for teaching at both undergraduate and postgraduate level, which demonstrate a number of positive outcomes, mostly surrounding user satisfaction and convenience. 3D modelling for patient education and operation planning has less exploration, and these papers generate a number of discussion points, mostly surrounding the practicality of digital models, which can be more time consuming and require the technology to be widely available and reliable. CONCLUSIONS: 3D digital anatomy is a useful adjunct to teaching and its use in patient education and operation planning have interesting possibilities still to be fully explored.
Authors: M T Ugidos Lozano; F Blaya Haro; Alessandro Ruggiero; S Manzoor; S Nuere Menendez-Pidal; J A Juanes Méndez Journal: J Med Syst Date: 2018-01-25 Impact factor: 4.460
Authors: Jesus Pujol; Laura Blanco-Hinojo; Gerard Martínez-Vilavella; Lucila Canu-Martín; Anna Pujol; Víctor Pérez-Sola; Joan Deus Journal: Brain Behav Date: 2019-09-30 Impact factor: 2.708