Cone beam computed tomography of plastinated hearts for instruction of radiological anatomy.

Radiological anatomy education is an important aspect of the medical curriculum. The purpose of this study was to establish and demonstrate the use of plastinated anatomical specimens, specifically human hearts, for use in radiological anatomy education. Four human hearts were processed with routine plastination procedures at room temperature. Specimens were subjected to cone beam computed tomography and a graphics program (ER3D) was applied to generate 3D cardiac models. A comparison was conducted between plastinated hearts and their corresponding computer models based on a list of morphological cardiac features commonly studied in the gross anatomy laboratory. Results showed significant correspondence between plastinations and CBCT-generated 3D models (98 %; p < .01) for external structures and 100 % for internal cardiac features, while 85 % correspondence was achieved between plastinations and 2D CBCT slices. Complete correspondence (100 %) was achieved between key observations on the plastinations and internal radiological findings typically required of medical student. All pathologic features seen on the plastinated hearts were also visualized internally with the CBCT-generated models and 2D slices. These results suggest that CBCT-derived slices and models can be successfully generated from plastinated material and provide accurate representations for radiological anatomy education.

Case-based radiological anatomy instruction using cadaveric MRI imaging and delivered with extended reality web technology.

PURPOSE: Extended reality (XR) technology enhances learning in medical education. The purpose of this study was to develop and apply a case-based approach for teaching radiological anatomy utilizing XR technology for improved student exploration and engagement. METHODS: The workflow consisted of MRI scanning cadavers followed by radiological, pathological, and anatomical assessment, and finally case presentation based on XR visualizations and student interaction. Case information (Subject, History, and Physical Exam) was presented to student groups who generated and recorded hypotheses using Google Forms. RESULTS: Use of all components of the system was voluntary and a total of 74 students responded to the survey request (response rate = 95%). Assessment of the experience was conducted through a qualitative survey comprising four Likert scale questions (1-5, 1 lowest), three binary questions, and open-ended comments. Mean, standard deviation, and overall agreement (mean ± SD, OA) showed that students found MRI scans of cadavers to be helpful for dissections (4.14 ± 1.1, 74.3%) and provided an understanding of relevant anatomy (4.32 ± 0.9, 79.7%), while 78.4% of students used the DICOM viewer to visualize scans of cadavers. The difficulty of use was found to be average (2.90 ± 1.0, 23%). zSpace visualizations were used by 40.5% of students, generally agreeing that an understanding of spatial relationships improved as a result (3.60 ± 1.0, 43.2%). More case-based sessions were favored by 97.3% of students. CONCLUSIONS: Results suggest that cadaveric MRI radiological visualization and XR technology enhance understanding of case-based anatomical dissections and encourage student exploration and engagement.

Medical School Hotline: A New Osteological Resource at the John A. Burns School of Medicine.

The Mann-Labrash Osteological Collection of the University of Hawai'i is the newest collection of contemporary known-identity human skeletal remains in the United States. The collection, consisting of the partial or complete remains of individuals of European, African, Asian, and Pacific Islander ancestry, is an invaluable educational and research resource for medical students and visiting researchers. The collection reflects the population diversity of Hawai'i. The Mann-Labrash Osteological Collection provides a unique and irreplaceable resource for medical students and scientists interested in anatomy, disease, trauma, developmental defects, and biological diversity, particularly as they pertain to Hawai'i and the people of Polynesia.

Macroscopic demonstration of the male urogenital system with evidence of a direct inguinal hernia utilizing room temperature plastination.

The male urogenital system represents a morphologically complex region that arises from a common embryological origin. However, it is typically studied separately as the excretory system is dissected with the posterior wall of the abdomen while the reproductive features are exposed with the pelvis and perineum dissection. Additionally, the reproductive structures are typically dissected following pelvic and perineal hemisection obviating a comprehensive and holistic examination. Here, we performed a dissection of the complete male urogenital system utilizing a 70-year-old donor and room temperature silicon plastination. Identification of a direct inguinal hernia during the dissection facilitated a unique opportunity to incorporate a common abdominal wall defect into the plastination requiring a novel approach to retain patency of relevant structures. Results showed that the typical structures identified in medical gross anatomy were retained in addition to the hernia. Thus, the described approach and the resulting specimen provide valuable and versatile teaching tools for male urogenital anatomy.

Presentation of Anatomical Variations Using the Aurasma Mobile App.

Knowledge of anatomical variations is critical to avoid clinical complications and it enables an understanding of morphogenetic mechanisms. Depictions are comprised of photographs or illustrations often limiting appreciation of three-dimensional (3D) spatial relationships. The purpose of this study is to describe an approach for presenting anatomical variations utilizing video clips emphasizing 3D anatomical relationships delivered on personal electronic devices. An aberrant right subclavian artery (ARSA) was an incidental finding in a routine dissection of an 89-year-old man cadaver during a medical student instructional laboratory. The specimen was photographed and physical measurements were recorded. Three-dimensional models were lofted and rendered with Maya software and converted as Quicktime animations. Photographs of the first frame of the animations were recorded and registered with Aurasma Mobile App software (www.aurasma.com). Resulting animations were viewed on mobile devices. The ARSA model can be manipulated on the mobile device enabling the student to view and appreciate spatial relationships. Model elements can be de-constructed to provide even greater spatial resolution of anatomical relationships. Animations provide a useful approach for visualizing anatomical variations. Future work will be directed at creating a library of variants and underlying mechanism of formation for presentation through the Aurasma application.