Virtual 3D Brain Slices: Improving Learning of Cross‐sectional Neuroanatomy by Expanding Access to Human Brain Cross‐sections Through Photogrammetric 3D Scanning
Authors: Sikes Robert W. , Sniezek Christine M. , Clancey Brian T. , Johnson Christopher J. 
Published: June 2021

Introduction

Learning neuroanatomy, and in particular cross‐sectional neuroanatomy, is a challenging undertaking. Students are required to develop a spatial understanding of complex structures after minimal time in lab studying intact specimens and cross‐sectional slices of the human brain. Most studying is completed outside the lab using two‐dimensional atlas images of specimens that are hard to match with the lab specimens. The aim of this project is to create virtual three‐dimensional (3D) models of sliced cadaveric brain specimens to support learning both inside and outside of lab and to improve retention of cross‐sectional neuroanatomy. Virtual 3D models have been shown to be effective in teaching other anatomical structures. Our hypothesis is that increased access to virtual 3D models will improve performance on quiz questions using actual brain slices.

Methods

Brains were sliced at 1–2 cm thickness in either coronal or horizontal planes. Each slice was then mounted in a frame to allow photographs to be made from all directions at 15–30° increments. These images were imported into the Autodesk Remake® software. This cloud based software calculates a somewhat low resolution 3D mesh of the slice surfaces, but then maps the photographs onto this surface and renders this into a virtual 3D model of the brain slice that can be rotated and viewed in amazingly high resolution from all angles.

Results

As part neuroanatomy courses in the 2017 spring and summer semesters, students were quizzed on their ability to identify similar structures in specimens and slices before and after access to the virtual 3D models outside of lab. Also their performance on specimen and slice based questions after using the 3D cross‐section models were compared with similar questions from previous years. Historically, students perform much better on specimen questions vs. cross‐section questions. In preliminary data analysis, the performance on specimen questions was unchanged, but scores improved on cross‐section questions to match performance on specimens. Furthermore, students reported that this access helped them to better prepare for their lab exam and improved their learning of cross‐sectional anatomy.

Conclusion

This study further developed the methodology of photogrammetric 3D scanning so that cross‐sections can now be rendered into virtual 3D models in addition to whole specimens. Future development will investigate methods to better label the images, improve interactivity and provide cross‐platform distribution of the models to students. Since a strong understanding of neuroanatomy is important for improving healthcare workers' clinical expertise, advancing the capabilities of virtual 3D anatomical modeling will provide support for future development of study materials and archiving of interesting normal and pathological specimens.

Support or Funding Information

This work was supported by funding from the Northeastern University Center for Advancing Teaching and Learning Through Research

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.