iPads in hand (carefully sealed in Ziploc bags), students at New York University's medical school are taking \"Anatomy 2.0.\" <\/p>\n<\/p>\n
BioDigital's 3D medical imaging software allows users to navigate the ins and outs of the human body, toggling various systems and conditions on and off -- you can take it for a spinhere. Emon Hassan, a documentary filmmaker and photographer based in New York City, goes inside the lab course at NYU's School of Medicine where human cadavers and 3D glasses are course materials, and faculty and students weigh in on the virtues of supplementing a hands-on education with virtual tools. Hassan discusses the making of the film in an interview below. <\/p>\n
The Atlantic:How did you find this story and decide to tell it? <\/p>\n
Emon Hassan:I have been working on a photo essay project since November of 2011 that involved anatomy students. The 3D imaging system was announced during an anatomy lecture and I learned the 3D imaging system would soon become a part of student's work at the anatomy lab. This piqued my curiosity and I wanted to learn more about the technology. <\/p>\n
This anatomy course seems representative of education's evolution from textbooks to interactive digital media. Did you get the sense that teachers and students were generally positive about the shift, or were there any skeptics? <\/p>\n
The people I've interviewed are mostly positive and enthusiastic about this technology. If I surveyed more students and faculty I might encounter differing opinions. Of course, that's just an assumption on my part. It was interesting to note that while students and faculty each approached the same technology with different goals in mind, they did agree that the 3D imaging system, supplemented with iPad, allowed them a broader palette to explore, personalize and customize their learning and teaching experience. However, most point out that the technology is ideal for enhancing and not replacing the learning experience one has from dissecting actual cadavers. <\/p>\n
We live in a time that demands our daily experiences also have virtual interaction options with share features. What I've gathered from both the faculty and students is that this technology removes a lot of clutter from their work in the lab and allows them to focus. I sensed an optimism towards the technology because they spoke more about what the technology can do for their work as opposed to what it couldn't do. In essence: growth opportunities vs. shortcomings. <\/p>\n<\/p>\n
What are some of the challenges of making documentaries about medicine and technology like this? <\/p>\n<\/p>\n
Read more: iPads in hand (carefully sealed in Ziploc bags), students at New York University's medical school are taking \"Anatomy 2.0.\" BioDigital's 3D medical imaging software allows users to navigate the ins and outs of the human body, toggling various systems and conditions on and off -- you can take it for a spinhere. Emon Hassan, a documentary filmmaker and photographer based in New York City, goes inside the lab course at NYU's School of Medicine where human cadavers and 3D glasses are course materials, and faculty and students weigh in on the virtues of supplementing a hands-on education with virtual tools Continue reading
\nDissecting the BioDigital Human: A 3D Anatomy Lesson<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"