医学教育课程协同在线头颈解剖学教学资产的塑化利用

Q4 Medicine
K. Hashida, K. Shirahata, J. Thompson, C. Liang, M. Takakusagi, K. Stenger, B. Lozanoff, S. Labrash, C. Rettenmeier, M. Gestewitz, U. Lee, S. Doll, S. Lozanoff
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引用次数: 1

摘要

由于以学生为中心的自主学习趋势以及持续的COVID-19大流行限制了面对面的小组活动,协作在线解剖学教育越来越多地被利用。解剖学教育在很大程度上依赖于视觉体验,这对在线教学提出了挑战。为了提供有效的体验,头颈块(2020年秋季学期)作为一项在线活动呈现,其中包括从三维医学插图(艺术)、解剖、塑化和分割中衍生的扩展现实解剖模型,并发布在Sketchfab平台上供学生观看。本研究的目的是评估学生在在线解剖教学中对解剖模型的偏好。我们开发了一个摄影测量工作流程,将解剖和塑料化的标本数字化,这些标本被发布到sketchfab.com平台上,并通过一个安全的大学网站托管服务(xrcore.jabsom.hawaii.edu)进行展示。分割模型来源于MRI尸体扫描,艺术模型是基于分割图形原语创建的,这些原语被定义为不可分割的图形元素,如平面或球体,用于计算机图形系统的输入或输出。技术要求很少,并且依赖于几个开源或有限的订阅软件包。使用卡方分析记录和比较入库情况。通过学生调查(n = 79)对模型的偏好进行了比较。与所有学习资源相比,实际解剖是最受欢迎的(34.1%)。然而,与其他资产相比,塑化模型被认为是最受欢迎的(54.3%),这表明作为学习资源的偏好更广泛。这些结果表明,塑化模型是医学生大体解剖教学的有效工具。©2021,国际塑化学会。版权所有。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Plastinated instructional assets utilization during collaborative online head and neck anatomy in the medical educational curriculum
Collaborative online anatomy education has become increasingly utilized due to a trend toward student-centered independent learning, as well as the ongoing COVID-19 pandemic limiting in-person group activities. Anatomy education is heavily reliant on visuotactile experience and presents a challenge during online instruction. In an effort to provide an effective experience, the Head and Neck block (Fall Semester, 2020) was presented as an online activity that included extended reality anatomy models derived from three-dimensional medical illustrations (artistic), dissections, plastinates, and segmentations, and posted on the Sketchfab platform for student viewing. The purpose of this study was to assess student preference of anatomical models during online anatomy instruction. A photogrammetry workflow was developed to digitize the dissected and plastinated specimens that were posted to the sketchfab.com platform and presented via a secured university-based website hosting service (xrcore.jabsom.hawaii.edu). Segmented models were derived from MRI cadaveric scans, and artistic models were created based on segmented graphics primitives that are defined as nondivisible graphical elements, such as planes or spheres, for input or output within a computer-graphics system. Technical requirements were minimal and relied on several open-source or limited subscription software packages. Accession was recorded and compared using a chi-square analysis. A comparison of the preference of the models was conducted using student surveys (n = 79). When compared to all learning resources, actual dissections were most preferred (34.1%). However, plastinated models were considered most/more preferred (54.3%) compared to other assets suggesting a broader preference as a learning resource. These results suggest that plastinated models are effective and engaging tools for the instruction of gross anatomy for medical students. © 2021, International Society for Plastination. All rights reserved.
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来源期刊
Journal of Plastination
Journal of Plastination Health Professions-Medical Laboratory Technology
CiteScore
0.40
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