(478.5) An Online Magnetic Resonance Imaging Approach Using Augmented Reality Visualizations for Introducing Students to Their “Silent Teachers”

Poster Board Number: C63
Introduction: AAA has separate poster presentation times for odd and even posters.
Odd poster #s – 10:15 am – 11:15 am
Even poster #s – 11:15 am – 12:15 pm

Gunes Aytac (University of Hawaii at Manoa, John A. Burns School of Medicine, TOBB University of Economics and Technology, School of Medicine), Jesse Thompson (University of Hawaii at Manoa, John A. Burns School of Medicine), Cemil Oktay (Adıyaman University Training and Research Hospital), Chris Rettenheimer (UH/QMC MRI Research Center, John A. Burns School of Medicine), Steven Labrash (University of Hawaii at Manoa, John A. Burns School of Medicine), U-Y Lee (University of Hawaii at Manoa, John A. Burns School of Medicine, The Catholic University of Korea, College of Medicine), Scott Lozanoff (University of Hawaii at Manoa, John A. Burns School of Medicine)

The initial interaction between medical students and their “Silent Teacher” in the dissection lab is an important experience in the process of establishing a professional ethos. However, COVID19 complicated this process and the optimal approach to achieve this introduction remains unclear.  The purpose of this study was to develop an online case-based approach as the basis for donor introduction to medical students based on Magnetic resonance imaging (MRI) reports. MRI scans of 16 body donors were assessed by a radiologist and observations were uploaded to a web-based DICOM viewer (www.rad3d.com). A list of learning objectives were generated for each donor and radiology reports were constructed based on: chief complaints, medical history, radiology and pathology that were reviewed prior to the class. Within the lab and following COVID19 restriction policy, students read through the radiology reports and viewed the augmented reality (AR)  visualizations of the MRI scans using z-space computers providing additional dissection team interactions. Finally, surface anatomy exercises were undertaken that corresponded to the primary pathology providing a direct interaction with the donor.  This process included Sketchfab and other links to underscore anatomical correlations (Figure 1). A survey was conducted to assess student perceptions of the experience.  The study design comprised a voluntary survey tool to assess student level of anxiety and whether the online approach was effective. Response scales were either bimodal or Likert-base (5 scale) and analyzed with Fishers exact test.  Follow up open ended questions were also presented to the students.  The response rate was 33/80 (41.25%).   Most students (82.7%) felt anxious first, but the anxiety decreased in time (60.7%). They mostly accomplished the tasks (surface exercises 97%; reviewing MRIs 87.9%) and found surface exercises useful in terms of reducing anxiety (90.6%), and initiating team work (100%). A total of 79.3% of the students found MR useful for learning radiology (Table 1). More than half of the students (55.6%) indicated that the first encounter was not as they expected and stated that they thought it would be more intimidating. Several emotions were indicated such as: confused, uncomfortable, somber, excited, grateful, thankful, professional. They all agreed that using a case based approach as an introductory laboratory prior to first dissection is useful. There was one prominent suggestion almost all students stated: video resources prior to the lab.  Results suggest that humanizing the donor, implementing clinical reasoning, and initiating teamwork provided a positive first lab experience using online resources. Future work will be aimed at further development of online resources organized around clinical presentation using MR scans.





Figure 1; Table 1