The future of anatomical education: VR, 3D models, and AI poised to transform traditional cadaver-based learning

Middle East Health talks to Dr. Manger Manyama, assistant professor at Weill Cornell Medicine-Qatar, about the transformative impact of technology on anatomy education. From VR headphones and 3D Organon software to simulations with AI, Dr. Ir. Manyama explores how digital tools complement the traditional dissection of corpses while improving the participation of students, accessibility and personalized learning.

Middle East Health: Could you describe human anatomy in medical education?
Human anatomy is the study of human body structures and systems, essential to understand how organists, tissues and cells work together. It is a fundamental subject in medical and health sciences, crucial to diagnose diseases, develop treatments and advance fields such as surgery and biomedical research.

Middle East Health: How has technology evolved in anatomy education?
Traditionally, anatomy was taught using corpse dissection and 2D images. However, in recent years, new technologies have been introduced such as virtual reality (VR), augmented reality (AR) and 3D models to teach anatomy, complement and, in some cases, completely replace traditional methods in certain institutions.

Middle East Health: How effective are these technological tools?
Technological tools such as virtual reality and digital platforms have significantly improved the study of anatomy when addressing the limitations of traditional methods. While the bodies and 2D images are a static and physical construction, virtual reality and tools such as the Anatomage table allow students to interact and manipulate anatomical structures in a dynamic and hronico way. These tools allow multiple users to connect Simultaneuouse, fostering collaboration between students and teachers. They are very effective to understand the complex area such as perineum, head and neck, which can be the challenge of studying through 2D images or cadaveric dissection. With virtual reality, students can explore layer structures per layer, label them and obtain a deeper understanding.

In addition, these digital tools can be accessed, so students do not have to be physically in the laboratory for a particular time: they can work from anywhere. Our students are tested with headphones and can access these tools at any time, even at home. This flexibility improves learning efficiency and guarantees continuous commitment to material.

Middle East Health: What technological tools are available on WCM-Q and when were they implemented?
WCM-Q has a high-tech anatomage table, VR, AR, 3D models and simulations, and 3D printing, which allows faculty to print and use a particular model for teaching.

The technology was first introduced in WCM-Q in 2017 with the Anatomage table, and VR was added two years later. WCM-Q has also acquired enough headphones for each student. However, it is worth noting that we do not move away from traditional anatomy teaching methods: they both complement each other.

Middle East Health: How precise and reliable are 3D anatomical models to represent real human structures?
In WCM-Q, we use the organon 3D anatomy software, a highly precise digital tool that replicates anatomical structures with remarkable precision, closely reflecting what is found in the human body. While some students prefer to learn through digital tools, others favor the traditional dissection of corpses. For example, certain students find the physical aspects of cadaveric dissection, such as the view of the tissues and the strong smell of formaldehyde (formaline), immutable or excessive, making them more inclined towards digital alternatives. This flexibility allows students to choose the method that best suits their learning preferences and comfort levels.

However, with digital tools, structures can be manipulated, but there is no haptic sensation in the dissection of corpses. For example, a student may feel how difficult or easy it is to make an incision. Therefore, students who want experience in a field based on the procedure prefer the dissection of corpses because it gives them a feeling that digital tools cannot provide.

Middle East Health: Can you explain how virtual reality, AR, 3D models and simulations improve a student’s understanding about human anatomy?
These tools allow students to dissect virtual and discussion between them or with the instructor while looking at the same structure. In addition, some of the tools have functions that the instructor can track how the student is doing, provide individualized comments for the student and create personalized tasks to meet the needs of each student. Students can also work in a comfortable environment, since some are sensitive to the smell of formaldehyde.

These digital platforms have also improved the participation and interactivity of students in the anatomy course; For example, with VR, students can work in collaboration with headphones and their instructors.

Middle East Health: When the integrated WCM-Q technology in the teaching of anatomy, how did the educators adapted and how did the students responded?
Thanks to the support of leadership, the process of implementing digital tools on WCM-Q was very simple.

Faculty, staff and students also adopted technology from the beginning. To keep up with evolving technology, teachers and staff undertake courses or in assistance conferences, so they have a leg capable of easily adapting.

Middle East Health: What challenges do they come with the incorporation of technology in anatomical education?
When it comes to digital tools, the challenge has been to acquire hardware and software that meet all curricular needs. For example, with VR, you need hardware that meets the requirements of our comprehensive curriculum. Sometimes, the software only covers a specific area, which can be limiting.

Corpse dissection has been the traditional method for teaching anatomy for many years, and some educators could doubt in incorporating new methods. Most educators were, or of course, trained with corpses, so changing or integrating new approaches can be a challenge. However, at WCM-Q, we are all willing to explore, embrace and learn about new tools as they emerge.

Middle East Health: What emerging technologies do you think will shape the future of anatomical education?
Technology is evolving rapidly, and I believe that artificial intelligence (AI) will be a change of game in anatomy education. Visual tools with auxiliaries have the ability to generate materials adapted to individualized learning needs.

With the tools with AI, technology will focus on closing the gap between education and clinical practice by offering simulations that connect basic sciences with clinical applications. For example, students can practice specific surgery and experience haptic comments, improving their learning experience.

Middle East Health: Do you think technology will replace body -based learning?
I see that this becomes a reality in the future, especially in the developed world. Things are evolving rapidly; For example, the Anatomage table now includes simulations to administer a baby, understand how the heart works and interpret electrocardiograms (ECG), functions that were not greedy initiated.

Currently, we are exploring Holodck, a platform that generates corpse -based images, which allows virtual corpse dissection. Given this trend, technology can become the preferred approach for many, since executing a body laboratory is significantly more expartive compared to technology -based learning methods.

Dr. Mang Manyama, MD, Ph.D.
Radiology Anatomy Assistant Professor
Weill Cornell Medicine-Qatar (WCM-Q)

“Embrace technology as a tool to overcome some of the
Challenges raised by traditional teaching methods. “

Dr. Mang Manyama joined Weill Cornell Medicine
Qatar (WCM-Q) in 2016 and currently owns
The position of assistant professor of Anatomy in Radiology, as well as director of the course of essential principles or medicine-b.

Dr. Manyama received the Medical Education Research Research Program for WCM-Q Medical Education, the main researcher of a project entitled “Development and evaluation of a 360 ° Video Video Virtual Application to improve the preparation of medical students for
Initial body dissection. ‘He has resorted to multiple research grants and has published widely in pairs reviewed magazines.

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