3D visualizations

Initial situation

Students in this mandatory course have no prior knowledge of dental anatomy. The teacher believes that students should learn the anatomy of an organ by visualizing it not in 2D as proposed by the slides used for years, but in its true form, that is, in 3 dimensions (3D). This new form of visualization allows students, from the beginning of their studies, to have a more real vision of the organ on which they will work throughout their career.

The objective of the course is to analyze at the theoretical level the use of audiovisual means as a research method in social sciences. In order to make the course more concrete and to apply the theory, the teacher proposes to the students to make a short film in social sciences.

Project implementation

Teeth were scanned with a high resolution scanner (micro CT). This type of X-ray scanner allows for a very fine degree of precision. In contrast to a “simple” 3D model, it also allows to see inside the object. Based on the scans obtained, the teacher used a free software (Blender) to create 3D reconstructions.

These stereoscopic 3D visualizations are broadcast live by the teacher during his or her class in classrooms equipped with 3D screens. The students are equipped with 3D glasses. The 2D photos limit the visualization of the organs to certain points of view only. With the 3D visualizations, students have access to a global vision of the organ, which can be enlarged so that each of the necessary details comes out, and the image looks real. They can, for example, visualize the anatomical areas most susceptible to decay (narrow grooves and surfaces less accessible to cleaning), and understand why these areas are susceptible. It also allows them to learn the physiological shape of the teeth in order to reconstruct them in case of tissue loss.

The 3D reliefs of the organ allow the teacher to clearly describe the anatomical structures, visualized live and in 3D by the students. Interpretation or translation of 2D slides into 3D reality is no longer necessary and learning becomes more fluid. These visualizations can also be used to provide students with 3D representations of patients’ teeth to allow them to practice before practicing on real patients.

During the course, the teacher presents the theory by showing films or excerpts from ethnographic, sociological and documentary films. These film screenings and analyses are intended to stimulate discussions on the various filmic methods in the social sciences (from visual sociology and anthropology) and the links between audiovisual research and documentary film.

In order to apply the theory to practice, the teacher proposes to the students to make a documentary film alone or in group (maximum 4 people) of between 10 and 15 minutes. To do this, students must choose the methodology of the film they wish to make and the theme they wish to address. The film can be made using an observational method, or it can be made with the collaboration of the people filmed in the construction of the film, using a participant observation approach. Students may choose to observe a situation, interactions and people over a given period of time and/or to conduct an interview with one or more people on a given theme. The theme is completely free as long as it remains in the social sciences. For example, in previous years, students filmed a man talking to his mother about his arrival in Switzerland and his integration process. Others chose to focus their documentary on a bar in Geneva, a place where social ties are created.

In the middle of the semester, students must write a description of the project they want to do and submit it to the teachers for validation. If necessary, the teachers can redirect them. Once the description and the problematic have been validated, the teacher regularly informs herself of the progress of each group during the class sessions and offers support for any difficulties encountered. Depending on the year, she has sometimes organized technical support sessions with the intervention of a specialist in video production from the University’s cultural activities.

In order to deepen the theory, the teacher has recently introduced the creation of a reading sheet based on scientific articles. In order to do so, since 2019, a tutorial session has been dedicated to training students to write such a report card. In a flipped classroom format, students must read a scientific article before the class as well as a writing guide. During a tutorial session, the reading sheet of this article is done collectively. First, in pairs, the students must discuss the article, situate it in its context, and criticize it. They then exchange with the other groups in order to reach a collective feedback through the Padlet tool. To validate the tutorial, students must then complete an individual or group reading sheet at home on one of the 10 articles that make up the required readings. This reading sheet is due in the middle of the semester.

The evaluation of the course is based on the film and the reading sheet produced following the tutorial (approximately ¼ of the grade). Students who do not wish to make a film may choose to write a paper of about ten pages on a topic of their choice validated by the teacher (deepening of a theoretical aspect, comparison of articles, analysis of a film, film project). On the day of the exam, all the films are screened with the participation of all the students and followed by an oral discussion on the film or the written work. The publication of the films on Vimeo of the visual sociology unit according to their quality is granted following the exam.

Thoughts and advice

Modeling and 3D animation have been specifically applied in this course to dentistry. The pedagogical approach can be extended to any anatomy course and more widely to other disciplines.

For this transfer, the most time-consuming part is the creation and animation of the 3D content. It is then necessary to be able to hold the class in a room equipped with 3D projectors (or screens) and 3D glasses. Alternatively, the use of virtual reality viewers (Google Cardboard or other inexpensive alternative) in combination with smartphones, if available, would be an alternative.

Video production is very different from writing a paper and may be unusual for some students. It is important to clearly state what is expected and to provide students with feedback and discussion during the course.

Overall, students seem more motivated and involved with this format. This practical application gives the course its full meaning. The students realize how difficult it is to make a film, and they question their position as social observers and the position they adopt with respect to social situations and the people involved.

As far as equipment is concerned, most students carry out their projects with their cell phones, whose video quality is more than satisfactory, or with personal cameras. If needed, it is possible to borrow multimedia equipment from the University.

Student feedback

The project was a huge success from the start. The students were instantly captivated by this novelty, and their attention was maintained throughout the course. The next success was seen in the practical work where the students had to carve a tooth in wax. The majority of the supervisors felt that this year’s students did a very good job.

ID 60 - Sociological film by Jenny Maggi [04/20] “[Strengths:] The interesting subject matter, a new methodology, viewing excerpts or films that I would not otherwise have the opportunity to see, freedoḿ from the exam format. The readings are often a good supplement.” “The class takes the form of a discussion, which is enjoyable and rewarding because we learn from the professor, but also from the other students.” “The film viewing sessions counterbalance the more theoretical lectures well. They allow for a clearer account of the material seen in class.” “[Areas for improvement:] More practice on making a film, how to make it, how to link it to the research, methodologies, concrete in the field and putting research into words and images. I learned a lot of interesting things about the place of film in research, but feel really deprived of reference points as tò methodology, practice, editing, etc.”