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Despite proliferative use of anatomical virtual models, there are few studies exploring whether stereoscopic models help medical students retain information regarding three-dimensional (3D) relationships of structures. This pilot study examined first-year medical students' exposure to a virtual 3D stereoscopic pelvis model and their corresponding short- and long-term retention. Participants were administered a series of tests before and after their 3D learning experience, including a pre-3D test, a mental rotation test (MRT), a short-term post-3D test, a block exam, and a long-term post-3D test. Students also completed a survey exploring their satisfaction with 3D imaging in general and its effectiveness in teaching anatomical material. Exam results were analyzed using a repeated measures ANOVA, and the pre-3D test scores within the 3D groups, were compared using one-way ANOVA's with each of the other performance measures. Final results showed a significantly higher difference in the students' pre-3D test and their immediate short-term retention post-3D test scores. Results also showed a significantly lower difference in students' pre-3D test and their one-month long-term retention test scores. There was no significant difference in the students' pre-3D and six-month long-term retention test scores. However, small sample sizes suggest further research on correlations between stereoscopic imaging of pelvic anatomy and other complex regions and students' short- and long-term retention.

Given the ever-increasing diversity of both the global and national community, diversity and inclusion are critical topics for consideration in healthy organizational settings. Promotion of diversity and inclusion is especially important for institutions of higher learning since diverse and inclusive environments more accurately teach learners about the real world, provide impetus for social change, and improve individuals' skills of cross-cultural interaction. The benefits of diversity and inclusion can be experienced in the anatomical sciences, including human anatomy and physiology, when course content has relevant connections to topics of diversity and when these topics are in alignment with standard learning goals or competencies. While some organizations, including anatomy and anatomy and physiology educators, have established policies, standards, or objectives for diversity and inclusion, there are many other professional societies relevant to anatomy and/or physiology that have not adopted such guidelines. Anatomy and anatomy and physiology educators also benefit from a more diverse working environment, multicultural interactions with other individuals at their institutions or professional meetings, and diversification of anatomy instruction in the classroom with effective technology and teaching methods. The applications of diversity and inclusion foster more culturally educated and enriched global societies and anatomy and physiology communities.

Virtual three-dimensional (3D) anatomical models have become popular in the education of students in graduate and undergraduate-level anatomy courses, including anatomy and physiology. There is a need for more research on the effectiveness of these models on student learning, especially in anatomy and physiology, and on the validation of the models implemented in anatomy education. This study focuses on the development of a list of criteria for validating 3D models of the pelvis, using a four-round Delphi method. The Delphi method successfully confirmed the validity of the final list of pelvic criteria, each item with an item content validity index (I-CVI) = 0.83. The average scale content validity index (S-CVI/Ave) of the entire list was calculated to be rigorously valid (0.92). These valid pelvic criteria will be used in future studies to inform additions to an existing virtual 3D model of the pelvis and validate completed virtual 3D pelvic models.

Recent improvements in three-dimensional (3D) virtual modeling software allows anatomists to generate high-resolution, visually appealing, colored, anatomical 3D models from computed tomography (CT) images. In this study, high-resolution CT images of a cadaver were used to develop clinically relevant anatomic models including facial skull, nasal cavity, septum, turbinates, paranasal sinuses, optic nerve, pituitary gland, carotid artery, cervical vertebrae, atlanto-axial joint, cervical spinal cord, cervical nerve root, and vertebral artery that can be used to teach clinical trainees (students, residents, and fellows) approaches for trans-sphenoidal pituitary surgery and cervical spine injection procedure. Volume, surface rendering and a new rendering technique, semi-auto-combined, were applied in the study. These models enable visualization, manipulation, and interaction on a computer and can be presented in a stereoscopic 3D virtual environment, which makes users feel as if they are inside the model.

The head and neck region is one of the most complex areas featured in the medical gross anatomy curriculum. The effectiveness of using three-dimensional (3D) models to teach anatomy is a topic of much discussion in medical education research. However, the use of 3D stereoscopic models of the head and neck circulation in anatomy education has not been previously studied in detail. This study investigated whether 3D stereoscopic models created from computed tomographic angiography (CTA) data were efficacious teaching tools for the head and neck vascular anatomy. The test subjects were first year medical students at the University of Mississippi Medical Center. The assessment tools included: anatomy knowledge tests (prelearning session knowledge test and postlearning session knowledge test), mental rotation tests (spatial ability; presession MRT and postsession MRT), and a satisfaction survey. Results were analyzed using a Wilcoxon rank-sum test and linear regression analysis. A total of 39 first year medical students participated in the study. The results indicated that all students who were exposed to the stereoscopic 3D vascular models in 3D learning sessions increased their ability to correctly identify the head and neck vascular anatomy. Most importantly, for students with low-spatial ability, 3D learning sessions improved postsession knowledge scores to a level comparable to that demonstrated by students with high-spatial ability indicating that the use of 3D stereoscopic models may be particularly valuable to these students with low-spatial ability.

Reducing CO2 emissions from agricultural soils is a key component of the overall carbon reduction strategy. The closed chamber method was used to continuously monitor CO2 concentration in soil profiles of winter wheat-summer maize rotation fields in the North China Plain (NCP) during 2015–2017. Additionally, we evaluated the contribution of different tillage methods (Rotary tillage (RT), Subsoiling (SS), No- tillage (ZT), and conventional tillage (CT) in combination with Straw return (s) and straw removal (0)) to reducing soil CO2 emission. The results showed that the concentration of CO2 increased with the soil depth and peaked at the 150 cm layer. The trend of CO2 concentration in soil profiles under different tillage treatments was CTS > RTS > ZTS > SSS, and the average concentration in maize season was higher than that in wheat season. In addition, soil moisture and temperature in the 0–10 cm soil layer were significantly correlated with soil CO2 concentrations. Thus, our results highlight that the SSs plays a critical role in moderating soil CO2 emissions. This process merits further study to effectively regulate soil CO2 release and achieve carbon neutrality with less carbon emissions in farmland ecosystems. [ABSTRACT FROM AUTHOR]

Computer-assisted 3D models are used in some medical and allied health science schools; however, they are often limited to online use and 2D flat screen-based imaging. Few schools take advantage of 3D stereoscopic learning tools in anatomy education and clinically relevant anatomical variations when teaching anatomy. A new approach to teaching anatomy includes use of computed tomography angiography (CTA) images of the head and neck to create clinically relevant 3D stereoscopic virtual models. These high resolution images of the arteries can be used in unique and innovative ways to create 3D virtual models of the vasculature as a tool for teaching anatomy. Blood vessel 3D models are presented stereoscopically in a virtual reality environment, can be rotated 360° in all axes, and magnified according to need. In addition, flexible views of internal structures are possible. Images are displayed in a stereoscopic mode, and students view images in a small theater-like classroom while wearing polarized 3D glasses. Reconstructed 3D models enable students to visualize vascular structures with clinically relevant anatomical variations in the head and neck and appreciate spatial relationships among the blood vessels, the skull and the skin.