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Abstract The metaverse is known as the hypothetical iteration of the Internet as a single, connected, universal and immersive virtual world that can be accessed via immersive technology devices. One approach to this concept can be achieved through the use of multi-user immersive virtual reality applications. Immersive virtual reality (IVR), which uses gadgets that allow the user to visualize and interact in an enveloping way, is a very attractive technology for teaching purposes. There are many references in the scientific literature about its use for this purpose, including encouraging results in the field of medicine. However, there have not been enough studies assessing how much this type of technology really contributes to learning medicine. This work investigates the feasibility of using the metaverse as an educational tool in medicine. We propose a multi-user immersive virtual reality application for implementing a scene of the metaverse in which medical students are taught. Our work considers that in order to ensure this type of technology is useful in the education of medical students, the technology itself (multi-user IVR) must be designed and implemented for a medical student profile. They usually spend too much time for adapting themselves to use and manage this kind of technology when they are exposed to it for learning. The technology should not be a barrier to acquiring, or disseminating the academic contents themselves. It should act as a catalyst that enhances the speed and capacity for learning medical educational topics. Thus, we present design and user experience specifications that we implemented in an anatomical dissection room in the metaverse, and with which we conducted experiments with 114 sixth-grade medical students. Our results indicate that, based on the design and user experience characteristics that we propose in this paper, the metaverse can indeed serve as a useful and effective educational resource whose technological complexity is no barrier to medical teaching.

Introduction: Information and communication technologies have demonstrated their utility adapted to Health Sciences, particularly from an educational perspective. Virtual reality (VR) has become a tool that catalyzes the acquisition of clinical skills before contact with the patient, increasing safety, dexterity in procedures, and reducing the possibility of errors or complications. However, these tools could also offer new approaches for teaching basic subjects for undergraduates (Anatomy, Histology, etc.) and the use of tablets, and especially smartphones, could act as a complementary educational incentive. Methods: Two hundred seventy-four students from different levels of the degree in Medicine, were invited to use a VR app on their phones with stereoscopic goggles. The users immerse themselves in the bioscopic anatomy, navigating through different anatomical structures. Results: The questionnaire scores were, in general, above 4, reaffirming a positive opinion, except regarding the use of the tool for student exams. Conclusion: Universities could increase formative delivery at a reduced cost, while ensuring training quality. The proposed concept of VR also helps to provide a useful learning environment in the COVID-19 scenario. Our results show that the introduction of immersive technology associated with VR and smartphones for medical students can be a welcome complementary or alternative educational tool. Resumen: Introducción: Las tecnologías de la información y la comunicación han demostrado su utilidad adaptada a las Ciencias de la Salud, particularmente desde una perspectiva educativa. La realidad virtual (RV) se ha convertido en una herramienta que cataliza la adquisición de habilidades clínicas antes del contacto con el paciente, aumentando la seguridad, la destreza en los procedimientos y reduciendo la posibilidad de errores o complicaciones. Sin embargo, estas herramientas también podrían ofrecer nuevos enfoques para la enseñanza de materias básicas para estudiantes universitarios (Anatomía, Histología, etc.) y el uso de tabletas, y especialmente teléfonos inteligentes, podría actuar como un incentivo educativo complementario. Métodos: Doscientos setenta y cuatro estudiantes de diferentes niveles de la licenciatura en Medicina fueron invitados a usar una aplicación de realidad virtual en sus teléfonos con gafas estereoscópicas. Los usuarios se sumergen en la anatomía bioscópica, navegando a través de diferentes estructuras anatómicas. Resultados: Las puntuaciones del cuestionario fueron, en general, superiores a 4, reafirmando una opinión positiva, excepto en lo que respecta al uso de la herramienta para los exámenes de los estudiantes. Conclusión: Las universidades podrían aumentar la entrega formativa a un costo reducido, al tiempo que garantizan la calidad de la capacitación. El concepto propuesto de RV también ayuda a proporcionar un entorno de aprendizaje útil en el escenario COVID-19 Nuestros resultados muestran que la introducción de tecnología inmersiva asociada con la realidad virtual y los teléfonos inteligentes para estudiantes de medicina puede ser una herramienta educativa complementaria o alternativa bienvenida.

Los aneurismas de la aorta abdominal son una patología frecuente, con alta afinidad hacia la ruptura y muerte. La reparación endovascular es una alternativa al reparo convencional en pacientes de alto riesgo, y el desarrollo tecnológico y el perfeccionamiento de las endoprótesis va a permitir su aplicación en pacientes de buen riesgo para reparo convencional con cirugía abierta. En este artículo se dan las pautas básicas que deben conocer los especialistas en enfermedades cardiovasculares acerca de la epidemiología, indicaciones y limitaciones del reparo endoluminal de los aneurismas de la aorta abdominal.Abdominal aortic aneurysms constitute a frequent pathology, with high propensity to rupture and death; endovascular repair is an alternative to conventional repair in high-risk patients. The technological development and betterment of endoprosthesis will allow the application of this method in patients considered to be of good risk for conventional open repair. This article presents the basic knowledge that should possess the specialists in cardiovascular diseases in regard to epidemiology and indications and limitations of the endoluminal repair of abdominal aortic aneurysms.

The purpose of this study was to develop an abdominal aortic aneurysm model that more closely resembles the morphology of human aneurysms with potential for further growth of the sac. An infrarenal abdominal aortic aneurysm (AAA) model was created with a double-layered peritoneal patch in 27 domestic swine. The patch, measuring in average from 6 to 12 cm in length and from 2 to 3 cm in width, was sutured to the edge of an aortotomy. Pre- and postsurgical digital subtraction aortograms (DSA) were obtained to document the appearance and dimensions of the aneurysm. All animals were followed with DSA for up to 5 months. Laparoscopic examination enhanced by the use of laparoscopic ultrasound was also carried out in 2 animals to assess the aneurysm at 30 and 60 days following surgery. Histological examination was performed on 4 animals. All the animals that underwent the surgical creation of the AAA survived the surgical procedure. Postsurgical DSA demonstrated the presence of the AAA in all animals, defined as more than 50% increase in diameter. The aneurysmal mean diameter increased from the baseline of 10.27 ± 1.24 to 16.69 ± 2.29 mm immediately after surgery, to 27.6 ± 6.59 mm at 14 days, 32.45 ± 8.76 mm at 30 days ( p < 0.01), and subsequently decreased to 25.98 ± 3.75 mm at 60 days. A total of 15 animals died of aneurysmal rupture that occurred more frequently in the long aneurysms (=6 cm in length) than the short aneurysms (<6 cm in length) during the first 2 weeks after surgery ( p < 0.05). No rupture occurred beyond 16 days after surgery. Four animals survived and underwent 60-day angiographic follow-up. Laparoscopic follow-up showed strong pulses, a reddish external appearance and undetectable suture lines on the aneurysmal wall. On pathology, the patches were well incorporated into the aortic wall, the luminal wall appeared almost completely endothelialized, and cellular and matrix proliferation were noted in the aneurysmal wall. A reproducible technique for the creation of an infrarenal AAA model was developed using a peritoneal patch in swine. The aneurysm model proved to have potential for further growth of the sac and a tendency to rupture. Because of the growth potential, this might be a better model than those with a noncompliant aneurysmal wall for the preclinical evaluation of stent-graft devices. [ABSTRACT FROM AUTHOR]