Leveraging medical imaging for medical education - A cinematic rendering-featured lecture

Abstract

Background: The integration of medical imaging into anatomical education offers advantages in understanding and learning. However, spatial orientation with conventional (2D) imaging data is challenging, and the students' ability to imagine structures in three dimensions is individual. In addition, the quality of current volume rendering methods is limited.

Objective: We tested Cinematic Rendering (CR), a novel visualization technique that provides photorealistic volume rendering, in the setting of an interactive anatomy lecture with first-year undergraduate medical and dental students. Our goal was to estimate the acceptance and positive effects CR adds to the subjects.

Methods: A total of 120 students were surveyed with specifically designed self-assessment questionnaires on the use of CR as a tool in anatomical education.

Results: Of 120 participating students (87 medical and 33 dental) a large majority of 95.9% (Q3) experienced CR as helpful to understand anatomy better. Overall a large majority of the students experienced CR as helpful for learning and understanding, 85% saw an improvement in anatomical education through the integration of CR (Q3-6) and could also imagine using CR as a self-study tool on an electronic device.

Conclusion: Our undergraduate medical and dental students experienced CR as a beneficial tool for anatomical education in the chosen setting (lecture) and see further opportunities for the sensible use of this technique. Future research on the topic should include other application possibilities as well.

Keywords: Anatomy; Cinematic Rendering; Medical education; Medical imaging; Radiology.