Techniques for Interactive Sectioning of Anatomical Models During Live Instruction Applied to the Facial Skeleton Using the Digital Content Creation Software Zbrush 2018

The use of 3D digital models in anatomical education has ben expanding due to the increased availability of technological solutions and growth in computing power required for visualizing digital geometry and delivering such content in real time to classroom settings. The availability to individual consumers of previously expensive or proprietary digital content creation (DCC) software has exploded with the introduction of the indie license business model. DCC software tools provide individuals the ability to generate anatomical models directly, or to enhance anatomical models derived from medical imaging data. The main advantage to the educator for using DCC tools has historically been that iterations on the model do not require multiple imaging data sets since the user can directly create the desired anatomical variations; the limiting factors being the user's available time/effort and personal anatomical knowledge. Recently powerful new tools have become available in some DCC packages such as Zbrush 2018 (Pixologic, Inc.) that introduce the ability to perform Boolean operations (addition, subtraction, intersection) on digital geometry. While these tools typically are used by artists in visual graphics fields to create a final geometrical form, here I will describe how the live interactive nature of these tools can be utilized in the lecture setting to interactively section anatomical models. A model of the facial skeleton will be used to explore the simultaneous implementation of several anatomical planes of section of arbitrary orientation in teaching the relationships of individual bones to each other and to elements of the pterygopalatine ganglion. Combinations of Boolean operations on individual and multiple anatomical structures will be demonstrated to illustrate how this software can best enhance the live classroom experience by empowering an instructor to “build” the anatomical region in a customized manner that tracks with the course of instruction. Additionally, these tools permit live sectioning of simple animated geometry, which can be used by the instructor to show how the cross‐sectional appearance of anatomical structures change during normal movement or disease processes. 3D print‐ready models can also be generated from any sectioned model using a plugin that ships with the software. Since DCC software are not designed as presentation tools, their live use presents new challenges for the educator integrating this technology in the classroom. Several notable obstacles are presented, such as controlling the speed of geometry manipulations, and potential solutions such as directing the students' attention using color and extra modeled geometry are discussed. This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .