Virtual Reality and 3D Visualizations in Heart Surgery Education

The Heart Surgery Forum #2001-03054 5 (3):E17-E21, 2002

Reinhard Friedl, MD¹, Melitta B. Preisack, MD¹, Wolfgang Klas, PhD², Thomas Rose, PhD³, Sylvia Stracke, MD⁴, Klaus J. Quast, PhD⁵, Andreas Hannekum, MD, PhD¹, Oliver Gödje, MD, PhD¹

¹ Dept. Cardiac Surgery, University of Ulm, Germany
² Institute for Computer Science and Business Informatics, University of Vienna, Austria
³ Institute of Applied Knowledge Processing (FAW), Ulm, Germany
⁴ Dept. of Medicine, University of Ulm, Germany
⁵ Institute for Enabling Technologies (ENTEC), St. Augustin, Germany

ABSTRACT

Background: Computer assisted teaching plays an increasing role in surgical education. The presented paper describes the development of virtual reality (VR) and 3D visualizations for educational purposes concerning aortocoronary bypass grafting and their prototypical implementation into a database-driven and internet-based educational system in heart surgery.

Materials and Methods: A multimedia storyboard has been written and digital video has been encoded. Understanding of these videos was not always satisfying; therefore, additional 3D and VR visualizations have been modelled as VRML, QuickTime, QuickTime Virtual Reality and MPEG-1 applications. An authoring process in terms of integration and orchestration of different multimedia components to educational units has been started.

Results: A virtual model of the heart has been designed. It is highly interactive and the user is able to rotate it, move it, zoom in for details or even fly through. It can be explored during the cardiac cycle and a transparency mode demonstrates coronary arteries, movement of the heart valves, and simultaneous blood-flow. Myocardial ischemia and the effect of an IMA-Graft on myocardial perfusion is simulated. Coronary artery stenoses and bypass-grafts can be interactively added. 3D models of anastomotique techniques and closed thrombendarterectomy have been developed. Different visualizations have been prototypically implemented into a teaching application about operative techniques.

Conclusions: Interactive virtual reality and 3D teaching applications can be used and distributed via the World Wide Web and have the power to describe surgical anatomy and principles of surgical techniques, where temporal and spatial events play an important role, in a way superior to traditional teaching methods.

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