School of Graduate Studies in the Health Sciences, University of Mississippi Medical Center, Jackson, MS, USA.
Department of Advanced Biomedical Education, University of Mississippi Medical Center, Jackson, MS, USA.
Adv Exp Med Biol. 2023;1431:161-175. doi: 10.1007/978-3-031-36727-4_8.
Three-dimensional (3D) anatomy models have been used for education in health professional schools globally. Virtual technology has become more popular for online teaching since the COVID-19 pandemic. This chapter will describe a project in which a series of virtual anatomical models of organs and structures were developed for educational purposes, and it will describe in detail how to build three-dimensional (3D) movies using DemoMaker. Although setting up the 3D system was complicated and challenging, the process of reconstructing 3D models from radiographic images and the steps of creating animations and 3D movies are exponentially simpler. These efforts require minimal training, thus allowing most people to be able to engage in this modeling process and utilize the moviemaking steps. Amira software and computed tomographic angiography (CTA) data were used to create 3D models of the lungs, heart, liver, stomach, kidney, etc. The anatomical locations of these structures within the body can be identified and visualized by recording information from multiple CTA slices using volume and surface segmentation. Ultimately, these virtual 3D models can be displayed via dual projectors onto a specialized silver screen and visualized stereoscopically by viewers as long as they wear 3D polarized glasses. Once these 3D movies are created, they can be played automatically on a computer screen, silver screen, 3D system playback screen, and video player, and they can be embedded into PowerPoint lecture slides. Both virtual models and movies are suitable for self-directed learning, face-to-face class teaching, and virtual anatomy education. Model animations and 3D movie displays offer students the opportunities to learn about anatomy and the anatomical positions of organs in the body and their 3D relationships to one another. By observing and studying these 3D models, students have the potential to be able to compartmentalize the anatomical information and retain it at a higher level than students learning corresponding anatomy without similar resources.
三维（3D）解剖模型已在全球医学专业学校中用于教育。自 COVID-19 大流行以来，虚拟技术已成为在线教学的热门选择。本章将描述一个项目，该项目开发了一系列用于教育目的的器官和结构的虚拟解剖模型，并详细描述如何使用 DemoMaker 制作三维（3D）电影。虽然设置 3D 系统很复杂且具有挑战性，但从射线图像重建 3D 模型以及创建动画和 3D 电影的步骤要简单得多。这些努力只需要很少的培训，因此大多数人都能够参与到这个建模过程中，并利用电影制作步骤。使用 Amira 软件和计算机断层血管造影（CTA）数据创建了肺、心脏、肝脏、胃、肾脏等器官的 3D 模型。通过使用体积和表面分割记录来自多个 CTA 切片的信息，可以识别和可视化这些结构在体内的解剖位置。最终，只要观众佩戴 3D 偏振眼镜，这些虚拟的 3D 模型就可以通过双投影仪显示在专用的银幕上，并实现立体视觉效果。一旦创建了这些 3D 电影，它们就可以在计算机屏幕、银幕、3D 系统播放屏幕和视频播放器上自动播放，并可以嵌入到 PowerPoint 演示文稿中。虚拟模型和电影都适合自主学习、面对面课堂教学和虚拟解剖教育。模型动画和 3D 电影展示为学生提供了学习解剖学以及身体内部器官的解剖位置及其彼此之间的 3D 关系的机会。通过观察和研究这些 3D 模型，学生有可能能够将解剖信息进行分类，并以比没有类似资源的学生更高的水平保留这些信息。
