2026 Poster Presentations
P458: INTERACTIVE ONLINE SKULL BASE ANATOMY QUIZ PLATFORM USING 3D VOLUMETRIC RECONSTRUCTIONS FROM CADAVER DISSECTION.
Lila Lin1; Roberto Rodriguez Rubio, MD2; Amreen B Karim2; Jose Gurrola II, MD2; Ivan H El-Sayed2; 1University High School, San Francisco; 2University California San Francisco
Introduction: Recent progress in three-dimensional (3D) digital modeling now provides hyper-realistic anatomical representations that can be manipulated in virtual environments, opening promising new avenues to supplement traditional education. Despite the potential of 3D models, automated interactive assessment tools remain underdeveloped. Addressing the challenges of understanding spatial complexity and procedural relevance using interactive assessments could significantly enhance the effectiveness of 3D models in surgical education. In this pilot study, we developed a platform in our online Virtual Reality Skull Base Laboratory to integrate automated quizzes with web-based online 3D models and evaluate student perceptions.
Materials and Methods: 3D cadaveric models annotated with anatomic landmarks are generated and uploaded onto a web based platform linked to our departmental website. Quizzes are automatically generated based on the annotations to create multiple choice questions. Custom software has been developed that dynamically generates multiple-choice quiz questions, prompting learners to match a given anatomical name to the correct location based on numbered annotations within the model. The quiz engine, implemented in JavaScript, enables interactive assessment, and securely logs user responses for performance and feedback tracking.
Student perception: 10 students were allowed to interact free form with the models for 3-5 minutes and then entered the mode quiz for 3 to 5 models. A post intervention survey was administered rated on a Likert scale.
Results: The quiz engine successfully generated quizzes for 11 models with 10 to 20 annotations for each model. Models can be interacted with in study mode, where the annotations show the name of the labelled structure as it is rotated or enlarged and in quiz mode where only the numbered annotations show and a multiple-choice question test if generated. The quizzes correctly computed the percent correct answers and the data user information and responses successfully transferred to a separate database.
All users successfully navigated the models and completed the quizzes. 90% of students reported they found the 3D model platform helpful for learning the names and locations of anatomy. Only 60% found the model easy to use.
Students rated the platform most positively for learning names and locations of anatomy (mean 4.1, SD 0.9). Ratings were also favorable for the usefulness of integrating interactive 3D models into medical education (mean 3.9, SD 1.2) and for finding the models an interesting way to study anatomy (mean 3.7, SD 1.2). In contrast, lower and more variable ratings were observed for understanding 3D anatomical relationships (mean 3.4, SD 1.5) and enjoyment of the platform (mean 3.2, SD 1.5).
Students with prior anatomy knowledge reported higher composite usability scores (mean 3.83) compared with those without prior knowledge (mean 3.42). The trend toward higher ratings was most evident for enjoyment and ease of quiz integration. However, this difference was not statistically significant (t = -0.45, p = 0.68).
Conclusion: This study represents an advance toward creating remotely accessible, testable web-based 3D anatomic education modules. The platform concept was overall favorably perceived by medical students; however technical limitations are identified that can be improved upon.