With virtual reality (VR) becoming increasingly integrated into educational settings, it remains crucial to understand how different formats of educational content impact cognitive processing. This study examined the impact of 2D versus 3D VR modules on cognitive load and learning outcomes in undergraduate anatomy education. Using real-time biometric measurements collected through VR head-mounted displays, cognitive load was assessed as students observed recorded laryngeal anatomy modules presented by virtual instruction utilizing 2D images or 3D models. Despite no significant impact on learning outcomes, participants in the 2D group consistently demonstrated a higher mean cognitive load (M = 0.58, SD = 0.05) compared to the 3D group (M = 0.49, SD = 0.07), indicating a significant reduction in cognitive effort with 3D visualization. Pre- and post-survey results revealed a mixed landscape in perceptions of VR technology, with some students reporting positive views and comfort, while others expressed significant reservations. Notably, however, no significant difference was found between individually reported attitudes and cognitive load, suggesting that students’ cognitive load during the intervention was independent of these variables. Further, prior experience with VR, video game use, and general attitudes toward technology did not significantly influence cognitive load, suggesting that instructional design had a more substantial impact than user familiarity. These findings support the pedagogical value of incorporating 3D VR in anatomy curricula and highlighted the importance of evidence-based design to improve learning outcomes while managing cognitive demand.

Learning human anatomy presents a significant challenge for health profession students due to the difficulty in visualizing structures in three dimensions. Virtual reality (VR) has been reported to aid in understanding these relationships. In this study, students at academic risk attended VR sessions alongside their gross anatomy course. Data from post-surveys, observations, and examinations indicated VR participants performed similarly to peers, except in head/neck and pelvis/lower limb exams where performance was lower. Students valued VR for enhancing confidence and understanding. VR shows promise in supplementing anatomy education, particularly for less complex regions, and bridging gaps in traditional learning methods.

With the ever-expanding amount of data, students increasingly find themselves needing to engage in self-directed learning to be successful. Students studying science, technology, engineering, and mathematics often struggle with self-directed learning and are often discouraged, leading to higher attrition within these disciplines. There is a lack of opportunities for students to develop and practice self-directed learning skills within traditional curricula. This research explored the ways in which a generative artificial intelligence model could be used to cultivate metacognition and promote readiness for self-directed learning among graduate students. By leveraging the relationship between metacognition and self-directed learning, with the customizability of the artificial intelligence model, we sought to facilitate conversations between students and the model to enhance metacognitive awareness and self-directed learning readiness. Using the Metacognition Awareness Inventory and Self-Directed Learning Instrument, we found that students improved significantly on both pre- and post-assessment comparisons. Students needed to interact with the model twice a week, for 10 minutes per session. Our findings demonstrate a novel application of generative artificial intelligence in supporting students' personal development and expand our understanding of how artificial intelligence can be leveraged to generate a supportive process, rather than solely as a mechanism for generating answers or some other product.

Background Patients with cancer can struggle to understand their disease, symptoms, therapy, and treatment-related toxicities with current educational methods. Virtual reality (VR) may more effectively convey this abstract and complex information through interaction and exploration of patient-specific 3-dimensional (3D) rendered volumetric medical diagnostic imaging. This study aimed to assess the impact of VR-based imaging review with patients and their caregivers. Methods and Materials This prospective mixed methods study enrolled patients with cancer who were treated with radiation therapy and their caregivers. A total of 38 participants were shown their own diagnostic imaging with 2D-planar views on a computer screen then in 3D using VR. Data were collected with pre- and post-VR Likert-scale questionnaires and interviews. Quantitative data analyzed using Wilcoxon signed-rank test. Interview data were analyzed qualitatively. Results Patients ranged from 11 to 95 years old. The time from diagnosis to VR was a median of 5 months. Qualitatively participants noted poor comprehension of their disease and treatment with traditional educational approaches. However, they reported VR as a more informative, effective, and easier method to convey this information. Quantitatively patients' and caregivers' self-reported understanding of their disease significantly improved from pre-VR (mean 5.6) to post-VR (mean 9.2; P < .0001; 0 = none, 10 = full). VR was the top-rated educational tool by 83% of participants over all other educational strategies, and 97% preferred reviewing diagnostic imaging in 3D using VR, over 2D on a computer screen. VR led to a higher level of patient-reported understanding over 2D imaging review in every survey domain (P < .0001). VR was recommended by 97% of participants to become standard-of-care. Conclusion In this prospective mixed methods study, patients and caregivers reported significantly improved understanding using VR-based 3D imaging review compared with currently utilized methods. VR was patients' most preferred and top-rated educational tool. Further study is warranted to optimize the use of VR to improve patients' understanding of their disease and treatment.

Background. Robotic-assisted thoracic surgery (RATS) is now standard for lung cancer treatment, offering advantages over traditional methods. However, RATS’s minimally invasive approach poses challenges like limited visibility and tactile feedback, affecting surgeons’ navigation through com-plex anatomy. To enhance preoperative familiarization with patient-specific anatomy, we devel-oped a virtual reality (VR) surgical navigation system. Using head-mounted displays (HMDs), this system provides a comprehensive, interactive view of the patient’s anatomy pre-surgery, aiming to improve preoperative simulation and intraoperative navigation. Methods. We integrated 3D data from preoperative CT scans into Perspectus VR Education software, displayed via HMDs for in-teractive 3D reconstruction of pulmonary structures. This detailed visualization aids in tailored preoperative resection simulations. During RATS, surgeons access these 3D images through Tile-ProTM multi-display for real-time guidance. Results. The VR system enabled precise visualization of pulmonary structures and lesion relations, enhancing surgical safety and accuracy. The HMDs offered true 3D interaction with patient data, facilitating surgical planning. Conclusions. VR sim-ulation with HMDs, akin to a robotic 3D viewer, offers a novel approach to developing robotic surgical skills. Integrated with routine imaging, it improves preoperative planning, safety, and accuracy of anatomical resections. This technology particularly aids in lesion identification in RATS, optimizing surgical outcomes.

The arrival of COVID-19 restrictions and the increasing demand of online instruction options posed challenges to education communities worldwide, especially in human anatomy. In response, Colorado State University developed and deployed an 8-week-long large-scale virtual reality (VR) course to supplement online human anatomy instruction. Students ( n = 75) received a VR-capable laptop and head-mounted display and participated in weekly synchronous group laboratory sessions with instructors. The software enabled students to remotely collaborate in a common virtual space to work with human anatomy using an artist-rendered cadaver. Qualitative data were collected on student engagement, confidence, and reactions to the new technology. Quantitative data assessed student knowledge acquisition and retention of anatomical spatial relationships. Results indicated that students performed better in the online course (mean = 82.27%) when compared to previous in-person laboratories (mean = 80.08%). The utilization of VR promoted student engagement and increased opportunities for student interaction with teaching assistants, peers, and course content. Notably, students reported benefits that focused on unique aspects of their virtual learning environment, including the ability to infinitely scale the cadaver and walk inside and around anatomical structures. Results suggested that using VR was equivalent to 2D methods in student learning and retention of anatomical relationships. Overall, the virtual classroom maintained the rigor of traditional gross anatomy laboratories without negatively impacting student examination scores and provided a high level of accessibility, without compromising learner engagement.

Distance education is essential to modern education; it is therefore crucial to evaluate pedagogical techniques that provide exceptional and equitable education to remote students.Major challenges of online learning include social isolation, feelings of disconnection, and elevated distraction, resulting in lower engagement, motivation, and performance.The present study utilized virtual reality (VR) to remotely connect rural high school students to graduate student mentors to learn human anatomy.Qualitative data assessed student and mentor motivation, engagement, satisfaction, and overall perceptions while utilizing VR compared to traditional online methods.Quantitative data assessed changes in student critical thinking ability throughout the semester.Results indicated increased motivation, engagement, and satisfaction while learning in VR compared to traditional online methods.Focus group interviews further revealed that participants viewed VR as uniquely valuable for applying knowledge and intuitively understanding spatial relationships.Although modality (VR vs online) did not have a significant effect on critical thinking ability between individual units, further analysis suggested that VR may improve student critical thinking skills longitudinally.Research on the implementation of VR in remote education is in its early stages, but there is a growing need to investigate the effectiveness of immersive technologies in overcoming barriers to distance learning.

Flexible bronchoscopy is becoming increasingly important for the removal of airway foreign bodies. However, in cases of risk of coughing during the procedure, rigid bronchoscopic intervention should be performed under general anesthesia. A 22-year-old man presented with history of several episodes of fever, for which he was administered antibiotics at a private clinic. In an annual chest X-ray and chest computed tomography examination, a foreign body, which appeared to be an orthodontic appliance, was discovered in the left main bronchus. It was deemed difficult to remove the foreign body using flexible bronchoscopy because of granulation tissue formation. Therefore, the patient was referred to our institution. We simulated the clinical situation using virtual reality, which indicated that the proximal and distal metallic parts of the appliance had grown into the bronchial mucosa. First, we inserted a rigid bronchoscope under general anesthesia and cut the granulation tissue using an insulation-tipped diathermic knife. Thereafter, we removed the appliance with grasping forceps under rigid bronchoscope guidance. In cases of risk of foreign body encroachment into the bronchial mucosa or granulation tissue development, rigid bronchoscopic intervention is effective. Furthermore, a VR-based intervention may be a useful option in such cases.

BACKGROUND:Video-assisted thoracoscopic surgery (VATS) has become a standard approach for the treatment of lung cancer. However, its minimally invasive nature limits the field of view and reduces tactile feedback. These limitations make it vital that surgeons thoroughly familiarize themselves with the patient's anatomy preoperatively. We have developed a virtual reality (VR) surgical navigation system using head-mounted displays (HMD). The aim of this study was to investigate the potential utility of this VR simulation system in both preoperative planning and intraoperative assistance, including support during thoracoscopic sublobar resection.METHODS:Three-dimensional (3D) polygon data derived from preoperative computed tomography data was loaded into BananaVision software developed at Colorado State University and displayed on an HMD. An interactive 3D reconstruction image was created, in which all the pulmonary structures could be individually imaged. Preoperative resection simulations were performed with patient-individualized reconstructed 3D images.RESULTS:The 3D anatomic structure of pulmonary vessels and a clear vision into the space between the lesion and adjacent tissues were successfully appreciated during preoperative simulation. Surgeons could easily evaluate the real patient's anatomy in preoperative simulations to improve the accuracy and safety of actual surgery. The VR software and HMD allowed surgeons to visualize and interact with real patient data in true 3D providing a unique perspective.CONCLUSIONS:This initial experience suggests that a VR simulation with HMD facilitated preoperative simulation. Routine imaging modalities combined with VR systems could substantially improve preoperative planning and contribute to the safety and accuracy of anatomic resection.

High school students exposed to early mentorship opportunities and targeted development of critical thinking skills are better prepared for success in higher education. Rural high school students can face barriers that limit access to content experts and scholastic growth. Here we demonstrate the use of a virtual reality (VR) curriculum as a novel method of instruction, fostering mentorship and the development of critical thinking skills. Graduate mentors remotely connected with high school students to facilitate learning using a virtual, dissectible cadaver and volumized medical imaging (CT and MRI). The curriculum features weekly case-based learning exercises, providing students an opportunity to develop problem solving, critical thinking and oral presentation skills. We hypothesized that VR is an effective method of connecting high school students to graduate mentors and novel STEM learning opportunities, while the VR case-based curriculum enhances critical thinking skill and helps prepare students to succeed in higher education. Qualitative data assessed critical thinking, problem-solving skills, student motivation, mentorship engagement, and satisfaction utilizing the VR program as compared to 2D methods. Quantitative data assessed progression of student spatial abilities during the semester. Preliminary findings suggest an improvement in student interest and engagement while promoting intellectual engagement with graduate mentors. Research on the implementation of virtual reality in education is in its early stages, but there is a growing need to investigate the effectiveness of technology in overcoming barriers to learning among high school students. This course is an early exploration of how VR can enhance STEM teaching, improve student learning, and prepare students for success in higher education.

One of the basic challenges of understanding hyperspectral data arises from the fact that it is intrinsically 3-dimensional. A diverse range of algorithms have been developed to help visualize hyperspectral data trichromatically in 2-dimensions. In this paper we take a different approach and show how virtual reality provides a way of visualizing a hyperspectral data cube without collapsing the spectral dimension. Using several different real datasets, we show that it is straightforward to find signals of interest and make them more visible by exploiting the immersive, interactive environment of virtual reality. This enables signals to be seen which would be hard to detect if we were simply examining hyperspectral data band by band.

One of the most difficult tasks for students in functional neuroanatomy is visualizing the routes of neuronal signaling through circuits and complete systems in 3 dimensions (3D). During class, instructors present 2 dimensional line diagrams and cross‐sections to help students visualize this anatomy on their own. Students are tasked to interpret these two‐dimensional images into 3D in order to understand a complete and functional system. This type of visualization and interpretation is necessary when applying pathologies and anticipating a resulting patient presentation. By using virtual reality (VR), students have the ability to build, visualize, and interact with an entire neuronal system. Here we describe a custom neuroanatomy VR program used by undergraduate students at Colorado State University (CSU). Virtual reality is a computer‐generated, 3D, artificial environment that allows users to interact in a simulated experience. We implemented the virtual reality software in the neuroanatomy laboratory where students had the option of interacting with the program. Students were asked to complete a survey that indicated their opinions about virtual reality in an educational setting. In addition, we collected data through faculty observations on the student's ability to solve novel neuroanatomical problems involving lesions and patient presentations. Results from opportunity sampling method, in conjunction with student surveys and faculty observations, suggested that students appreciated the introduction of VR into their curriculum and reported that VR helped them visualize and interpret the structure and function of the nervous system. Students also reported that the VR program reinforced anatomical structures and neuronal connections that are not visible on a gross specimen with the naked eye. In addition, students' ability to recognize the outcomes of neuroanatomical lesions increased. The implementation of a VR program created an authentic environment that enhanced student engagement and application of functional neuroanatomy. We believe that thoughtful deployment of virtual reality programming can improve student satisfaction and learning outcomes in neuroanatomy.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

There has been a growing interest in electrochemical measurement of the output from biological specimens. With the advent of silicon CMOS technology, it is possible to measure target molecule release and movement through extra cellular space using microelectrode arrays (MEAs). While MEAs have been used for electrophysiological measurements, their use for electrochemistry in physiological studies have only been explored more recently. This paper presents a unique design of a high-density MEA and its supporting circuits to acquire images of chemical gradients using electrochemical methods. Heat-map image acquisition is supported at the system level with custom designed MATLAB tools for data-to-image processing. The detection range of chemical concentrations is illustrated with experimental results demonstrating capture of neurotransmitter release from live adrenal slices.

Neurons of the paraventricular nucleus of the hypothalamus (PVN) regulate the hypothalamic- pituitary-adrenal (HPA) axis and the autonomic nervous system. Females lacking functional GABA(B) receptors because of a genetic disruption of the R1 subunit have altered cellular characteristics in and around the PVN at birth. The genetic disruption precluded appropriate assessments of physiology or behavior in adulthood. The current study was conducted to test the long term impact of a temporally restricting pharmacological blockade of the GABA(B) receptor to a 7-day critical period (E11-E17) during embryonic development. Experiments tested the role of GABA(B) receptor signaling in fetal development of the PVN and later adult capacities for adult stress related behaviors and physiology. In organotypic slices containing fetal PVN, there was a female specific, 52% increase in cell movement speeds with GABA(B) receptor antagonist treatment that was consistent with a sex-dependent lateral displacement of cells in vivo following 7 days of fetal exposure to GABA(B) receptor antagonist. Anxiety-like and depression-like behaviors, open-field activity, and HPA mediated responses to restraint stress were measured in adult offspring of mothers treated with GABA(B) receptor antagonist. Embryonic exposure to GABA(B) receptor antagonist resulted in reduced HPA axis activation following restraint stress and reduced depression-like behaviors. There was also increased anxiety-like behavior selectively in females and hyperactivity in males. A sex dependent response to disruptions of GABA(B) receptor signaling was identified for PVN formation and key aspects of physiology and behavior. These changes correspond to sex specific prevalence in similar human disorders, namely anxiety disorders and hyperactivity.

A prototype microfluidic platform has been developed for spatially and temporally resolved sampling of biomarkers expressed by organotypic tissue slices. The device draws liquid from the sample reservoir through discrete sampling ports into separate analysis microchannels. By monitoring the concentrations of specific biomarkers it is possible to map the concentration profiles of these molecules within the tissue as a function of time. This study uses ovary slices to enable monitoring of key regulators of follicular maturation and ovulation including growth differentiation factor 9 (GDF9), bone morphogenetic protein 15 (BMP15), activin, FGF8, inhibin, follistatin, and betacellulin.