140 - Effects of a Virtual Interactive Brain Atlas on Student Perception of Neuroanatomy

Poster Board Number: 140
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Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Introduction and Objective: Incorporating online anatomy educational resources in professional school brain labs has been studied vastly and shown to increase students' understanding and perception of neuroanatomy. As online learning materials in the gross anatomy brain lab continue to evolve and improve, it is necessary for instructors to seek new ways to create and develop online interactive resources that can be utilized to learn neuroanatomy outside the lab space. For example, the SECTRA, a virtual dissection table, is an interactive, whole-body atlas touch device that enhances students' experience in learning anatomy. This exciting interactive device is being incorporated into gross anatomy labs for professional students to improve critical thinking and spatial awareness.

This study aims to design a novelty Virtual Interactive Brain Atlas (VIBA) that allows students to analyze the plastinated brain slices in the lab while viewing the same brain slices on the SECTRA table or on their device at home. VIBA intends to provide students with an educational resource that will improve their knowledge of neuroanatomy in an efficient and effective manner while in the brain lab and to provide them with lab resources they can self-study.

Materials and Methods: Plastinated brain specimens were purchased from van Hagans Inc. in 2018 and provided to all neuroanatomy students during laboratories. Coronal and axial brain slices were imaged and uploaded to Microsoft PowerPoint, and detailed descriptions, interactive features, and quiz assessments of each slice were embedded to create VIBA. Interactive action settings, a Microsoft Powerpoint tool that allows users to navigate through slides in an efficient manner, were used to create clickable and interactive software features. Not only was VIBA made accessible to students on their home devices with the clickable format, but it was also incorporated into the SECTRA virtual dissection table with the touchable feature. The same brain slices on the VIBA tool are provided to students in the lab on the SECTRA table, allowing students to study the labeled slices on the VIBA tool with the same physical slices in the lab.

Results: The process of creating the interactive brain atlas took approximately two months to develop, create, and revise. Revisions included in-formal analysis from instructors. Limitations include, but were not limited to, creating icons that make the brian slices easily viewable and incorporating the necessary identifiable structure terms without decreasing the visibility quality of the product.

Conclusion: This online interactive brain atlas was created in a time-efficient manner from readily available models and was well received by experienced neuroanatomy faculty. After receiving very positive feedback from faculty, the VIBA tool will be incorporated into future neuroanatomy courses to aid in students' understanding of neuroanatomy structures.

Significance/Implication: This study tool is easily replicable and can be incorporated into future courses for pre-professional and professional students who are studying neuroanatomy. This tool aims to increase students' perception of neuroanatomy by increasing the efficacy of students' learning during the gross anatomy brain lab and at home.