Assessing the Effectiveness of Teaching Anatomy with Virtual Reality

Mexican Educators Survey on Anatomical Sciences Education and a Review of World Tendencies

“…The integration of different tools and teaching techniques provides effective learning, understanding of the three‐dimensional representation of the body, and appreciation of its anatomical relationships to prepare students to resolve clinical scenarios (Reidenberg and Laitman, 2002; Petersson et al, 2009; Tam et al, 2009; Tay et al, 2014; Alfalah et al, 2019; Tiznado‐Matzner et al, 2019). Technological resources have been increasingly integrated into human anatomy courses in Mexico (Elizondo‐Omaña et al, 2004; Tay et al, 2014; Hernandez and Borquez, 2016; Leon‐Borquez et al, 2018; Cabrera et al, 2019; Roman Bautista et al, 2019). The use of virtual and augmented reality is still limited, as many universities are developing these programs to meet their needs with few being made available commercially (Codd and Choudhury, 2011; Küçük et al, 2016; Moro et al, 2017; Nuñez Ricardo, 2017; Alfalah et al, 2019).…”

“…There has been a clear shift in medical education around the world from a traditional teacher-centered education to a student-centered education, in which technology and innovation play a major role (Pawlina, 2009;Tam et al, 2009;Papa and Vaccarezza, 2013;Singh and Kharb, 2013;Strkalj et al, 2018). Studies from Latin American countries and Spain have reported the implementation of technological tools in medical education (Cotta, 2012;Tay et al, 2014;de Faria et al, 2016;Nuñez Ricardo, 2017;Cabrera et al, 2019;Tiznado-Matzner et al, 2019). However, there was still strong favor among students and faculty for traditional teaching methods (Elizondo-Omaña et al, 2008;Mompeo-Corredera, 2014;Tay et al, 2014;Luque Bernal and Quijano Blanco, 2016;Vásquez Flamenco, 2017) and student exposure to human bodies through dissection (Collipal Larre and Silva Mella, 2011;Hiedra Garcia, 2014;del Campo, 2015;Castañeda, 2016;González la Nuez and Suarez Suri, 2018).…”

Learning and Motivational Impact of Using a Virtual Reality Serious Video Game to Learn Scrum

“…Furthermore, the adoption of VR for teaching subjects at different educational levels has acquired relevance, especially in those subjects that require practice skills. As a result, there are successful experiences of VR adoption in education, such as teaching languages and culture [27], cinema [28], special education [29], physics [30], anatomy [31], medicine [32], engineering [33], or computer science [12].…”

“…For example, this contribution [26] presents the usage of immersive technologies to train skills to perform medical fetal ultrasound and empirical results revealing a significant improvement in student learning. Furthermore, this contribution [31] presents VR activities that helped anatomy students to get a better performance in the location of structures, better correlation in functional implications, and higher retention in the exam. On the other hand, some studies like this [40] suggest that learning improvement achieved by using VR educational applications is especially significant during the early stages of a learning process, when it is crucial to promote student engagement and motivation.…”

Brass Haptics: Comparing Virtual and Physical Trumpets in Extended Realities

“…These environments can be manipulated to induce different levels of comfort in the user through adding factors such as an active virtual audience, thereby creating an accessible system for treating performance anxiety through virtual exposure therapy (Bissonnette et al 2015). The novelty of VR increases student interest, with studies on virtual training demonstrating an increase in voluntary repetition (Makarova et al 2023;Stark et al 2023), as well as similar or better performance and retention over traditional training (Cabrera et al 2019). Virtual reality environments also foster creativity through inspirational environments (Li et al 2022;Ppali et al 2022) and normally impossible interfaces (Desnoyers-Stewart et al 2018).…”