Detailed Images for Sustainability Development in Cross-Sectional Human Anatomy

Q2 Social Sciences

Journal of Teacher Education for Sustainability Pub Date : 2019-12-01 DOI:10.2478/jtes-2019-0015

Dzintra Kažoka, M. Pilmane

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引用次数: 1

Abstract

Abstract In medical education and preclinical, clinical and transdisciplinary studies, tutors should be able to perform and offer qualitative study courses with more articulated perspective on higher educational sustainable development in higher education. Digital images have found their direct way to education in different medical areas. The aims of the study are to assess and verify the impact of cross-sectional images on the study process of Human Anatomy. In 2018, two randomly selected groups of 200 students from 2nd study year, Faculty of Medicine (Rīga Stradiņš University) were asked by tutors to identify several anatomical structures, using a three-dimensional virtual dissection table “Anatomage”. Group I analyzed cross-sectional images after cutting and segmentation of human body with interactive tools. Group II studied X-ray pictures, computerized tomography scans and magnetic resonance images of different regions and systems. The present paper focuses on the rate of cross-sectional image effectiveness in both groups. Analyzed detailed images represent their role in teaching and learning of Human Anatomy. Interpretation of these medical images will require very deep anatomical knowledge from basic studies until clinical courses.

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可持续性发展的详细图像在横断面人体解剖学

摘要在医学教育和临床前、临床和跨学科研究中，导师应该能够执行和提供定性研究课程，对高等教育在高等教育中的可持续发展有更明确的看法。数字图像已经在不同的医学领域找到了直接的教育方式。本研究的目的是评估和验证横断面图像对人体解剖学研究过程的影响。2018年，导师要求来自医学院（Rīga StradiņšUniversity）第二学年的两组随机选择的200名学生使用三维虚拟解剖台“Anatomage”识别几种解剖结构。第一组分析了用交互式工具对人体进行切割和分割后的横截面图像。第二组研究了不同区域和系统的X射线照片、计算机断层扫描和磁共振图像。本文重点研究了两组患者的横断面图像有效率。分析的详细图像代表了它们在人体解剖学教学中的作用。从基础研究到临床课程，这些医学图像的解读需要非常深入的解剖学知识。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Teacher Education for Sustainability Social Sciences-Education

CiteScore

4.10

自引率

0.00%

发文量

期刊介绍： Journal of Teacher Education for Sustainability (JTEFS) is a forum for the meeting of different views, ideas and research to promote the further development of studies and practice of teacher education in all areas of formal and non-formal education in relation to sustainability. Contributors are encouraged to submit articles with relevance to content and forms of teacher professional and academic education, problems and tasks of teacher in-service education and other issues to help teachers to become responsible mentors for the sustainable development.