From 3D Brains to 3D PDFs: Creating Virtual 3D Models of Human Brains for Neuroanatomy Classes Through Photogrammetric 3D Scanning

Exploring actual brain specimens in neuroanatomy lab is a great way for students to learn human brain anatomy. By viewing multiple brains, slices and other specimens, students can see the three‐dimensional (3D) spatial relations of brain regions and develop an appreciation for the intricacy and variation of human brains. Providing access to the specimens, however, is costly in time and facilities especially with large classes. Labs lists are long and lab time is short requiring students to study atlases with 2D images of brains at home. To most students atlas images “never look like the brains in lab.” We have developed a process to allow students to study neuroanatomy at home. We used Autodesk 123D Catch® for photogrammetric 3D scanning and transformed brain specimens into virtual 3D models. These were distributed to students as 3D PDFs for viewing in the free Adobe Acrobat® Reader DC. These models can be viewed and rotated in all directions and offer amazing photorealistic viewing. In an initial pilot test, most students (11 of 14) could view and rotate the model and identify many cortical and subcortical structures. Comments were very positive. Recently we tested a larger group of 85 students with 3D PDFs of brain, brainstem and skulls. A video demonstration was provided showing how to open and manipulate the 3D PDF files, and a survey was given after the lab exam. As in the pilot, 90% of the students could access, view and manipulate these models using the software both during and outside of lab without additional instruction. Due to technology problems, 2% of students were not comfortable manipulating models, but ultimately 80% felt comfortable using the software. We also hypothesized that using the models would improve learning, and 76% of the students reported access to these models helped them prepare for the exam. Also 80% agreed their learning was improved. We also predicted that access to the models would decrease stress during the exam. While no student reported that 3D models increased their stress, only 53% agreed their stress was reduced, and 11% disagreed or strongly disagreed that their stress decreased. Students commented that the main advantages of the 3D models were access outside of lab and being able to relate virtual 3D images to actual brain specimens in lab better than 2D images in atlases; e.g. “I could access these computer models at any point to study effectively, and they allowed me to get a better understanding of the skull and brain in space. 2D representations do not allow you the perspective that the 3D models do”. The main disadvantages reported were due to difficulty with rotating the models and sluggish computers. They also commented that 3D models would be useful in other courses like kinesiology and, especially, gross anatomy. Our future goals are to improve the ease of use of the models and to enhance interactivity by improved quizzing and labeling. We are developing additional models that students requested, e.g. the ventricles, sinuses and brain slices. High resolution 3D printed models are also in development. Potential limitations include the time to produce and edit the specimens, and students relying too much on the models before exams. Support or Funding Information Northeastern University ‐ Center for Advancing Teaching and Learning Through Research