Pablo Ruisoto Palomera

Enhancing neuroanatomy education using computer-based instructional material

The understanding of spatial relationships between brain structures taken from conventional sectional images is a major problem in learning anatomy. However, scientific literature has suggested that higher visuospatial abilities and computer-based instructional 3D visualizations may facilitate learning anatomy. This paper aims (1) to develop a computer-based tool to explore neuroanatomy based on three-dimensional images and (2) to compare whether the educational value assigned by students varies according to their visuospatial ability. An anatomical and functional viewer was developed with Positron Emission Tomography images to visualize three-dimensional models of real brain structures. Students assigned a high educational value to this tool, regardless of their visuospatial skills. The discussion section analyzes the implications of this technique in neuroanatomy training.

Psychophysiological response to acute‐high‐stress combat situations in professional soldiers

The study of psychophysiological responses of soldiers in combat situations remains a challenge, especially in melee combat-a close proximity unarmed fight-defined by high unpredictability. Gaining knowledge about psychophysiological changes in high-stress situations is required to optimise training. This study aimed to analyse modifications in autonomic modulation, cortical arousal, heart rate, muscle strength, blood lactate concentration, and rating of perceived exertion of veteran soldiers in a melee combat simulation. Twenty veteran soldiers were analysed before and after a melee combat simulation in accordance with realistic situations that occur in actual operations areas. The simulation consisted of actions performed by a binomial unit in a security and protection mission in an operations area. The melee combat caused an increase in sympathetic modulation, blood lactate concentration, heart rate, muscle strength, a decreased tendency in cortical arousal, and a lower rating of perceived exertion than the organic response measured. An intense fight-flight response was observed in soldiers by the limbic system activation, causing a misinterpretation of perceived exertion. Finally, implications for the design of simulation environments for tactics training in high-stress professions are discussed.

Optical Illusions and Spatial Disorientation in Aviation Pilots

Optical illusions are involved in the perception of false or erroneous images which might involve disorientation. They occur by a discordance by the peripheral systems about the information captured and generally, resulting in pilots failure to recognize key signals. The aim of this study is to review the state of the art of spatial disorientation and optical illusions in aviation pilots. This kind of disorientation has important practical consequences, because a remarkable percentage of plane accidents are related to pilot’s optical illusions. An exhaustive review using pubmed and semantic scholar databases was conducted to find out the most frequent optical illusions in aviation pilots. A total of 45 full text articles published English or Spanish were reviewed. To our knowledge, this is the first study to review exhaustively and describe the main factors involved in spatial disorientation and optical illusions affecting aviation pilots. Mainly, contextual factors: width of landing track lights, nocturnal operations or low visibility, inclination of the landing track, decline of the ground, size of habitual references, low level approach on the water, black hole, sky/terrain confusion, distortion by climatic factors, autokinesis or autocinetics, optional investment illusion, illusions by vection, false horizon, rain on the windshield, misalignment in the approach, vibrations, somatogravic illusion, coriolis illusion and “G” forces. In a lesser extent, human factors and pathologies of the visual systems involved in spatial disorientation and associated optical illusions affecting aviation pilots are also described. Discussion. Practical implications are further discussed.

4d visual environment on mobile devices for learning in the human anatomy field

The use of mobile devices as educational and working tools in Higher Education is becoming a reality. However, the employment of mobile applications, also known as Apps, is very low, mainly due to the unawareness about them. This paper tries to highlight some of the apps that could be very interested and useful for medical teachers in the Human Anatomy subject. This new instruments cold motivate Health Sciences students and enrich the learning process.

Innovation in health science education

This track will present a collection of papers related with these topics in the context of Medical training, In particular, a few new technological tools will be presented, first, for the study of human anatomy using augmented reality techniques in both Android and iOS mobile devices; next an iOS application for the development of interactive electronic books enabling a better understanding of the anatomical structures involved in the nervous system; then, a new interactive digital tool is presented for the study of the anatomical and functional neurological basis involved in Parkinsons disease providing new resources for improving the understanding of their anatomical and spatial relationships. Finally, a collection of new software aim to develop self-created audiovisual material is presented, including an evaluation of the final users satisfaction level.

Development of audiovisual material for teaching in medicine

In this study we present the development of a self-created audiovisual material through the use of commercial software like Autodesk Maya (special effects and animation program in three dimensions); Adobe Flash Player (allows multimedia file reproduction); Adobe Photoshop (image editing tool used primarily for photograph manipulation and treatment); Sony Vegas Movie Studio (used for final editing of the teaching video); Audacity (used for sound material debugging, reduction and cleaning of noise as well as unnecessary parts). As an example, we describe the consequences produced by a blood vessel endothelial dysfunction in a video. Our objective with this material is the assimilation of clinical knowledge quickly and effectively, encouraging active learning. The satisfaction survey revealed an excellent acceptance by students who highlighted the quality, content and length of the audiovisual teaching material presented. There is no doubt that the use of audiovisual material in university teaching, in addition to theoretical and practical classes, entails a new teaching style that promotes the teaching and learning process.