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Development of a Virtual Three-Dimensional Assessment Scenario for Anatomical Education

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Title: Development of a Virtual Three-Dimensional Assessment Scenario for Anatomical Education
Language: English
Authors: Bogomolova, Katerina (ORCID 0000-0003-4985-1183), Sam, Amir H., Misky, Adam T., Gupte, Chinmay M., Strutton, Paul H., Hurkxkens, Thomas J., Hierck, Beerend P.
Source: Anatomical Sciences Education. May-Jun 2021 14(3):385-393.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 9
Publication Date: 2021
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Anatomy, Science Education, Teaching Methods, Educational Technology, Computer Simulation, Visualization, Medical Education, Student Evaluation
DOI: 10.1002/ase.2055
ISSN: 1935-9772
Abstract: In anatomical education three-dimensional (3D) visualization technology allows for active and stereoscopic exploration of anatomy and can easily be adopted into medical curricula along with traditional 3D teaching methods. However, most often knowledge is still assessed with two-dimensional (2D) paper-and-pencil tests. To address the growing misalignment between learning and assessment, this viewpoint commentary highlights the development of a virtual 3D assessment scenario and perspectives from students and teachers on the use of this assessment tool: a 10-minute session of anatomical knowledge assessment with real-time interaction between assessor and examinee, both wearing a HoloLens and sharing the same stereoscopic 3D augmented reality model. Additionally, recommendations for future directions, including implementation, validation, logistic challenges, and cost-effectiveness, are provided. Continued collaboration between developers, researchers, teachers, and students is critical to advancing these processes.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1293399
Database: ERIC
FullText Links:
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  Data: <searchLink fieldCode="AR" term="%22Bogomolova%2C+Katerina%22">Bogomolova, Katerina</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4985-1183">0000-0003-4985-1183</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sam%2C+Amir+H%2E%22">Sam, Amir H.</searchLink><br /><searchLink fieldCode="AR" term="%22Misky%2C+Adam+T%2E%22">Misky, Adam T.</searchLink><br /><searchLink fieldCode="AR" term="%22Gupte%2C+Chinmay+M%2E%22">Gupte, Chinmay M.</searchLink><br /><searchLink fieldCode="AR" term="%22Strutton%2C+Paul+H%2E%22">Strutton, Paul H.</searchLink><br /><searchLink fieldCode="AR" term="%22Hurkxkens%2C+Thomas+J%2E%22">Hurkxkens, Thomas J.</searchLink><br /><searchLink fieldCode="AR" term="%22Hierck%2C+Beerend+P%2E%22">Hierck, Beerend P.</searchLink>
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: In anatomical education three-dimensional (3D) visualization technology allows for active and stereoscopic exploration of anatomy and can easily be adopted into medical curricula along with traditional 3D teaching methods. However, most often knowledge is still assessed with two-dimensional (2D) paper-and-pencil tests. To address the growing misalignment between learning and assessment, this viewpoint commentary highlights the development of a virtual 3D assessment scenario and perspectives from students and teachers on the use of this assessment tool: a 10-minute session of anatomical knowledge assessment with real-time interaction between assessor and examinee, both wearing a HoloLens and sharing the same stereoscopic 3D augmented reality model. Additionally, recommendations for future directions, including implementation, validation, logistic challenges, and cost-effectiveness, are provided. Continued collaboration between developers, researchers, teachers, and students is critical to advancing these processes.
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