Table Of ContentAdvances in Experimental Medicine and Biology 1388
Leonard Shapiro
Paul M. Rea Editors
Biomedical
Visualisation
Volume 12 – The Importance of Context in
Image-Making
Advances in Experimental Medicine
and Biology
Volume 1388
SeriesEditors
WimE.Crusio,InstitutdeNeurosciencesCognitivesetIntégratives
d’Aquitaine,CNRSandUniversityofBordeaux,PessacCedex,France
HaidongDong,DepartmentsofUrologyandImmunology,MayoClinic,
Rochester,MN,USA
HeinfriedH.Radeke,InstituteofPharmacology&Toxicology,Clinicofthe
GoetheUniversityFrankfurtMain,FrankfurtamMain,Hessen,Germany
NimaRezaei,ResearchCenterforImmunodeficiencies,Children’sMedical
Center,TehranUniversityofMedicalSciences,Tehran,Iran
OrtrudSteinlein,InstituteofHumanGenetics,LMUUniversityHospital,
Munich,Germany
JunjieXiao,CardiacRegenerationandAgeingLab,Instituteof
CardiovascularSciences,SchoolofLifeScience,ShanghaiUniversity,
Shanghai,China
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Leonard Shapiro Paul M. Rea
Editors
Biomedical Visualisation
–
Volume 12 The Importance of
Context in Image-Making
Editors
LeonardShapiro PaulM.Rea
DepartmentofHumanBiology SchoolofMedicine,Dentistryand
UniversityofCapeTown Nursing
CapeTown,SouthAfrica UniversityofGlasgow
Glasgow,UK
ISSN0065-2598 ISSN2214-8019 (electronic)
AdvancesinExperimentalMedicineandBiology
ISBN978-3-031-10888-4 ISBN978-3-031-10889-1 (eBook)
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Preface
While highly beneficial advances, improvements, and innovation in digital
visualisation technologies in the biosciences continue incrementally, it (cur-
rently) still remains the human mind that needs to be applied towards the
interpretationandunderstandingoftheimagesthataregenerated.Tothisend,
cognitive ability in 3D spatial awareness is critical. It is often analogue,
low-technology, hands-on exercises that afford both students and scientists
with improved cognitive awareness and the resultant interpretive skills. The
chapters in this book therefore explore both high-technology derived
visualisation and low-technology mechanisms for educating anatomy
students, including clay modelling. Chapters also outline important educa-
tional considerations such as visual affordances as well as the use of appro-
priate imagery for communication to specific audiences. As we embrace
blendedlearninginanatomyeducation,atimelychapterpromptsustothink
furtheraboutandcontributetotheongoingdiscoursearoundimportantethical
considerationsintheuseandsharingofdigitalimagesofbodydonors.
My gratitude to Paul Rea for his trust and generosity in giving me the
opportunity to bring together theauthors for this volume. In doing so, I was
abletoextendinvitationsforchaptercontributionstomanyofmycolleagues
at a number of Universities in my country, South Africa, and to colleagues
abroad.Onceallofthechaptershadcomein,Iexperiencedanexcitementand
surprise at noticing the unpredicted relationships and threads of content that
extendedthroughmanyofthechaptersandcreatedlinkagesbetweenthem.
It is my hope that as the authors discover these threads and links, they
explorethepossibilityofcollaborationandresearchwithoneanother.Tothe
readers, I hope that you will appreciate and enjoy reading the chapters that
havefoundtheirwayintothisbookandthattheywillstimulatefreshideasin
you!Inthis,wehavetheauthorsofthisbooktothankfortheirdedicationin
puttingtheirthoughtsandresearchintowordssothatwecanshareinthem.
MythanksandappreciationtoInaStoeckandBibhutiSharmaofSpringer
Nature for their expertise and support throughout the months of work that
wentintopreparingthisbookforpublication.Theymadeitapleasure!
Thankyoutomyparents.
CapeTown,SouthAfrica LeonardShapiro
v
Contents
PartI ExcitingDataandRepresentation
1 AMultimodalSocialSemioticsPerspectiveonTeachingand
LearningUsingBiomedicalVisualisations. . . . . . . . . . . . . . .. 3
NatashiaMuna
2 ReasonsforKnockingatanEmptyHouse:Visualisation,
RepresentationandDisseminationofHealth-RelatedPublic
EngagementMedia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 23
EdYoungandAnastasiaKoch
3 TheEvolutionofScientificVisualisations:ACaseStudy
ApproachtoBigDataforVariedAudiences. . . . . . . . . . . . . . 51
AndrewJ.Lunn,VivienShaw,andIsabelleC.Winder
PartII BiomedicalEducation:TheoryandPractice
4 TheAffordancesofVisualModesinPedagogyonthe
PhysicsofMotioninPhysiotherapyEducation. . .. . . .. . . ... 87
SumayaGabriels,NatashiaMuna,andKateleRoux
PartIII Making3D
5 MitochondriatoBitterMelon:Understandingthe3D
UltrastructureoftheCellVia2DThinSectionReconstruction
andtheHistoryofMitochondrialVisualization. . . . . . . . . . . . 113
DavidM.Mazierski
6 UsingMolecularVisualisationTechniquestoExplainthe
MolecularBiologyofSARS-CoV-2SpikeProteinMutations
toaGeneralAudience. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
SarahIannucci,WilliamHarvey,JosephHughes,
DavidL.Robertson,EdwardHutchinson,andMatthieuPoyade
7 Student-PerceivedValueontheUseofClayModellingin
UndergraduateClinicalAnatomy. . . . . . . . . . . . . . . . . . . . .. 153
JanineC.Correia,KarinJ.Baatjes,andIlseMeyer
vii
viii Contents
PartIV EthicalConsiderations
8 AdvancesinDigitalTechnologyinTeachingHuman
Anatomy:EthicalPredicaments. . . . . . . . . . . . . . . . . . . . . . . . 173
KerriKeetandBeverleyKramer
About the Editors
Leonard Shapiro Leonard is affiliated with the Department of Human
Biology,attheUniversityofCapeTown,SouthAfrica.Hehasakeeninterest
inAnatomyEducationandhasdevelopedanumberofart-basedexercisesto
addressandimprovestudents’three-dimensional(3D)spatialawarenessand
observation ability. His courses and online workshops are in collaboration
withlecturerswhoareactivelyengagedinimprovingeducationmethodology
in anatomy. These are offered to medical students and lecturers in
SouthAfricaandabroad.Leonardhasdevelopedamulti-sensoryobservation
method that crucially employs the sense of touch (haptics) coupled with the
simultaneous act of drawing. It is called the Haptico-visual observation and
drawing (HVOD) method. In anatomy education, the benefits of observing
usingtheHVODmethodincludetheenhancedobservationofthe3Dformof
anatomical parts, the cognitive memorisation of anatomical parts as a 3D
‘mentalpicture’,improvedspatialorientationwithinthevolumeofanatomical
parts, and an ability to draw. Leonard contributes to the anatomy education
discourse by presenting at anatomy conferences as well as via publications
and articles. Leonard graduated in BSocSc and in BA Fine Art (Hons) from
theUniversityofCapeTown.
PaulM.Rea PaulisaProfessorofDigitalandAnatomicalEducationatthe
University of Glasgow. He is a Director of Innovation, Engagement and
Enterprise within the School of Medicine, Dentistry and Nursing. He is also
a Senate Assessor for Student Conduct, a Council Member on Senate,
coordinates the day-to-day running of the Body Donor Programme, and is a
Licensed Teacher of Anatomy, licensed by the Scottish Parliament. He is
qualifiedwithamedicaldegree(MBChB),aMSc(byresearch)incraniofacial
anatomy/surgery, a Ph.D. in neuroscience, the Diploma in Forensic Medical
Science(DipFMS),andanMEdwithMerit(LearningandTeachinginHigher
Education). He is a Senior Fellow of the Higher Education Academy, a
professional member of the Institute of Medical Illustrators (MIMI), and a
registeredmedicalillustratorwiththeAcademyforHealthcareScience.
Paul has published widely and presented at many national and international
meetings,includinginvitedtalks.HehasbeentheleadEditorforBiomedical
Visualisation over 11 published volumes and is the founding editor for this
book series. This has resulted in almost 70,000 downloads across these
ix
x AbouttheEditors
volumes,withcontributionsfromover300differentauthors,acrossapproxi-
mately 100 institutions from 16 countries across the globe. He sits on the
Executive Editorial Committee for the Journal of Visual Communication in
Medicine, is an Associate Editor for the European Journal of Anatomy, and
hasreviewedfor25differentjournals/publishers.
He is the Public Engagement and Outreach Lead for anatomy, coordinating
collaborativeprojectswiththeGlasgowScienceCentre,NHS,andtheRoyal
College of Physicians and Surgeons of Glasgow. Paul is also a STEM
ambassadorandhasvisitednumerousschoolstoundertakeoutreachwork.
Hisresearchinvolvesalong-standingstrategicpartnershipwiththeSchoolof
Simulation and Visualisation, The Glasgow School of Art. This has led to
multi-millionpoundinvestmentincreatingworldleading3Ddigitaldatasets
to be used in undergraduate and postgraduate teaching to enhance learning
and assessment. This successful collaboration resulted in the creation of the
world’s first taught MSc Medical Visualisation and Human Anatomy com-
bininganatomyanddigitaltechnologies.TheInstituteofMedicalIllustrators
alsoaccreditsit.Ithascreatedcollege-wide,industry,multi-institutional,and
NHSresearch-linkedprojectsforstudents.PaulistheProgrammeDirectorfor
thisdegree.
