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The evolution of medical imaging technologies and computer graphics is leading to dramatic improvements for medical training, diagnosis and treatment, and patient understanding. This paper discusses how volumetric visualization and 3D scanning can be integrated with cadaveric dissection to deliver benefits in the key areas of clinician-patient communication and medical education. The specific area of medical application is a prevalent musculoskeletal disorder-iliotibial (IT) band syndrome. By combining knowledge from cadaveric dissection and volumetric visualization, a virtual laboratory was created using the Unity 3D game engine, as an interactive education tool for use in various settings. The system is designed to improve the experience of clinicians who had commented that their earlier training would have been enhanced by key features of the system, including accurate three-dimensional models generated from computed tomography, high resolution cryosection images of the Visible Human dataset, and surface anatomy generated from a white light scan of an athlete. The finding from the virtual laboratory concept is that knowledge gained through dissection helps enhance the value of the model by incorporating more detail of the distal attachments of the IT band. Experienced clinicians who regularly treat IT band syndrome were excited by the potential of the model and keen to make suggestions for future enhancement. [ABSTRACT FROM PUBLISHER]

At the moment, humankind faces global problems that demand an integrate vision towards many phenomena that cannot be studied separately, but only by taking their interdependence into account. Many interdisciplinary fields enjoy a great popularity. The interdisciplinary instruction encourages connections among disciplines by helping students build powerful knowledge schema. Interdisciplinary teaching encourages students to integrate their specific knowledge in a domain in the context of a new problem. Modern technology, like the computer and the interactive whiteboard, helps students develop competencies and skills of interdisciplinary thinking. Thus, there is a tight connection between Physics and Anatomy, with a large applicability in the teaching process. As an example, there is a need for knowledge belonging to the Physics domain to understand the functioning of the heart. The present paper intends to emphasize the connection between Physics and Anatomy by applying the notions regarding the sound propagation considering the heart function. Using the interactive whiteboard and an assisted computer experiment, we have succeeded in recording the cardiac and vascular sound. Relying on the performed measurements, we have determined the pulse rate per minute. It is of the utmost importance that students understand how Physics concepts are applied in the medical field and that the therapeutic and diagnostic tools have their origin in the basic principles of Physics. In the making of the teaching aid presented during class lessons, we have taken into consideration the Cognitive Load Theory, and the implications of a Cognitive Theory of Multimedia Learning. [ABSTRACT FROM AUTHOR]

In many academic areas, students' success depends upon their ability to envision and manipulate complex multidimensional information spaces. Fields in which students struggle with mastering these types of representations include (but are by no means limited to) mathematics, science, medicine, and engineering. There has been some educational research examining the impact of incorporating multiple media modalities into curriculum specific to these disciplines. For example, both Richard Mayer (multimedia learning) and John Sweller (cognitive load) have contributed greatly to establishing theories describing the basic mechanisms of learning in a multimedia environment. However when we attempt to apply these theories to the evaluation of e-learning in a more dynamic "real world" context the information processing model that forms the basis of this research fails to capture the complex interactions that occur between the learner and the knowledge object. It is not surprising that studies examining the effectiveness of e-learning technology, particularly in the area of basic science, have reported mixed results. In part this may be due to the quality of the stimuli being assessed. This may also be explained by the context in which interactivity is being utilized and the model that is used to evaluate its effectiveness. Educational researchers have begun to identify a need for more fine-grained research studies that capture the subtleties of learners' interactions with dynamic and interactive learning objects. In undergraduate medical and life science education, interactive technology has been integrated into the curriculum at many levels. This paper reviews experimental studies drawn from personal experience where an attempt has been made to measure the efficacy of educational technology. In examining the shortcomings of these more traditional experiments, we can then apply this understanding to characterizing a more flexible approach to evaluation and its potential in measuring the effectiveness of educational technology. Understanding the nature of technology-mediated learning interactions and the way in which they foster depth of understanding is a great challenge for both educational researchers and developers of e-learning technologies. By adopting an evaluative framework that takes a more flexible approach to measuring the emergent nature of understanding, we can examine the capacity of educational technology to support more complex understanding of curricular subject matter. [ABSTRACT FROM AUTHOR]

The article focuses on the study of medicine in the 19th century and the proliferation of photography in the U.S. during the same period. It mentions that during the said period, the studies of medicine and anatomy were making a remarkable shift by freeing themselves from the dominance of European practitioners and researchers. It adds that the proliferation of photographs during the same period plays an important role in the documentation of medical studies.