Novel immersive virtual reality (IVR) technologies are revolutionizing medical education. Virtual anatomy education using head-mounted displays allows users to interact with virtual anatomical objects, move within the virtual rooms, and interact with other virtual users. While IVR has been shown to be more effective than textbook learning and 3D computer models presented in 2D screens, the effectiveness of IVR compared to cadaveric models in anatomy education is currently unknown. In this study, we aim to compare the effectiveness of IVR with direct cadaveric bone models in teaching upper and lower limb anatomy for first-year medical students.

A randomized, double-blind crossover non-inferiority trial was conducted. Participants were first-year medical students from a single University. Exclusion criteria included students who undertook prior undergraduate or graduate degrees in anatomy. In the first stage of the study, students were randomized in a 1:1 ratio to IVR or cadaveric bone groups studying upper limb skeletal anatomy. All students were then crossed over and used cadaveric bone or IVR to study lower limb skeletal anatomy. All students in both groups completed a pre-and post-intervention knowledge test. The educational content was based on the University of Toronto Medical Anatomy Curriculum. The Oculus Quest 2 Headsets (Meta Technologies) and PrecisionOS Anatomy application (PrecisionOS Technology) were utilized for the virtual reality component. The primary endpoint of the study was student performance on the pre-and post-intervention knowledge tests. We hypothesized that student performance in the IVR groups would be comparable to the cadaveric bone group.

50 first-year medical students met inclusion criteria and were computer randomized (1:1 ratio) to IVR and cadaveric bone group for upper limb skeletal anatomy education. Forty-six students attended the study, 21 completed the upper limb modules, and 19 completed the lower limb modules. Among all students, average score on the pre-intervention knowledge test was 14.6% (Standard Deviation (SD)=18.2%) and 25.0% (SD=17%) for upper and lower limbs, respectively. Percentage increase in students’ scores between pre-and post-intervention knowledge test, in the upper limb for IVR, was 15 % and 16.7% for cadaveric bones (p = 0. 2861), and for the lower limb score increase was 22.6% in the IVR and 22.5% in the cadaveric bone group (p = 0.9356).

In this non-inferiority crossover randomized controlled trial, we found no significant difference between student performance in knowledge tests after using IVR or cadaveric bones. Immersive virtual reality and cadaveric bones were equally effective in skeletal anatomy education. Going forward, with advances in VR technologies and anatomy applications, we can expect to see further improvements in the effectiveness of these technologies in anatomy and surgical education. These findings have implications for medical schools having challenges in acquiring cadavers and cadaveric parts.

Novel immersive virtual reality (IVR) technologies are revolutionizing medical education. Virtual anatomy education using head-mounted displays allows users to interact with virtual anatomical objects, move within the virtual rooms, and interact with other virtual users. While IVR has been shown to be more effective than textbook learning and 3D computer models presented in 2D screens, the effectiveness of IVR compared to cadaveric models in anatomy education is currently unknown. In this study, we aim to compare the effectiveness of IVR with direct cadaveric bone models in teaching upper and lower limb anatomy for first-year medical students.

A randomized, double-blind crossover non-inferiority trial was conducted. Participants were first-year medical students from a single University. Exclusion criteria included students who undertook prior undergraduate or graduate degrees in anatomy. In the first stage of the study, students were randomized in a 1:1 ratio to IVR or cadaveric bone groups studying upper limb skeletal anatomy. All students were then crossed over and used cadaveric bone or IVR to study lower limb skeletal anatomy. All students in both groups completed a pre-and post-intervention knowledge test. The educational content was based on the University of Toronto Medical Anatomy Curriculum. The Oculus Quest 2 Headsets (Meta Technologies) and PrecisionOS Anatomy application (PrecisionOS Technology) were utilized for the virtual reality component. The primary endpoint of the study was student performance on the pre-and post-intervention knowledge tests. We hypothesized that student performance in the IVR groups would be comparable to the cadaveric bone group.

50 first-year medical students met inclusion criteria and were computer randomized (1:1 ratio) to IVR and cadaveric bone group for upper limb skeletal anatomy education. Forty-six students attended the study, 21 completed the upper limb modules, and 19 completed the lower limb modules. Among all students, average score on the pre-intervention knowledge test was 14.6% (Standard Deviation (SD)=18.2%) and 25.0% (SD=17%) for upper and lower limbs, respectively. Percentage increase in students’ scores between pre-and post-intervention knowledge test, in the upper limb for IVR, was 15 % and 16.7% for cadaveric bones (p = 0. 2861), and for the lower limb score increase was 22.6% in the IVR and 22.5% in the cadaveric bone group (p = 0.9356).

In this non-inferiority crossover randomized controlled trial, we found no significant difference between student performance in knowledge tests after using IVR or cadaveric bones. Immersive virtual reality and cadaveric bones were equally effective in skeletal anatomy education. Going forward, with advances in VR technologies and anatomy applications, we can expect to see further improvements in the effectiveness of these technologies in anatomy and surgical education. These findings have implications for medical schools having challenges in acquiring cadavers and cadaveric parts.

Objectives

Because of the contradictory body of evidence related to the potential benefits of helical blades in trochanteric fracture fixation, we studied the effect of bone compaction resulting from the insertion of a proximal femoral nail anti-rotation (PFNA).

Introduction: Bio mechanical tests under realistic loading conditions of prostheses in bone can help to improve the design of joint implants. Cadaveric bones are most realistic but highly variable and difficult to obtain and conventional bone models have been used so far. Stereo lithography (SLA) techniques are used in industry to generate 3-D rapid prototypes. These techniques could serve to produce bones with complex geometries, but the material used is less stiff than cortical bone. Aim: The purpose of the study was to answer the following two questions? 1. Does stability of and cortical strains around implants in SLA-made bones matched those of conventional artificial bones? 2. Whether increasing cortical wall thickness brings these variables closer?. Methods: Four artificial cortical shells of proximal tibiae were made from resin (SL5170, 3D systems Europe Ltd., Hemel Hempstead, UK) using SLA process. Two third generation large composite tibiae #3302 (Sawbones Europe AB, Malmö, Sweden) were chosen and the polyurethane foam that represents the cancellous bone was removed. All six cortices were filled with polyurethane foam (Tripor 224, ABL (STEVENS), Cheshire, UK) with an average compressive modulus of 53.9±7.2 SD MPa. The tibiae were prepared to receive a standard size cemented tibial tray for all models. The models were loaded with 100 cycles of 2000 N at 1 Hz along the longitudinal axis, separately on the lateral and on the medial condyle. Medial cortical strain and tray migration during load was determined. Results: Cyclic loading gave a general pattern of cyclic movements, superimposed on a very small permanent movement. The first cycle gave most permanent displacement, after which further migration occurred at a decreasing rate. Permanent and cyclic migration of all four trays implanted in SLA-made tibiae fell within the range of those implanted in conventionally available tibiae. Strains at the proximal medial cortex were low and on the same order for all six tibiae. Strains more distally were approximately inversely proportional to the material stiffness and cortical thickness of the tibiae. Conclusion: The study concludes that migration of tibial trays in all SLA models was with in the range of those in conventional models. Hence these models can be used to test early mechanical stability of joint implants despite their lower stiffness. The small difference may be related to load bearing mechanism of tibial trays which is largely through cancellous bone and not cortical bone. The low strains at the proximal cortex in this study also suggest that the cortex carried little direct load. The polyurethane foam representing cancellous bone in our study was identical for each tibia, which may explain that movements of the trays were comparable. Distal cortical strains reflected the stiffness of the tibiae and were directly influenced by cortical thickness

Objectives

This study evaluated the mechanical performance, under low-load cyclic loading, of two different knotless suture anchor designs: sutures completely internal to the anchor body (SpeedScrew) and sutures external to the anchor body and adjacent to bone (MultiFIX P).