Augmented reality for teaching anatomy

Zammit, Christian; Calleja‐Agius, Jean; Azzopardi, Ernest A.

doi:10.1002/ca.23920

Cited by 13 publications

(13 citation statements)

References 14 publications

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“…In modern education, classical lectures are criticized for not being student‐centered and not enabling students to construct knowledge by encouraging methods that enable them to use higher level cognitive skills (Bligh & Cameron, 2000). Classical lectures are important for anatomy education, but alternative and blended approaches have become more prominent during the last few decades (Taylor et al, 2022; Zammit et al, 2022). As a result, anatomy lectures have occupied less time in many courses (Evans, 2022).…”

Section: Discussionmentioning

confidence: 99%

Social media as a learning tool in anatomy education from the perspective of medical and dental students

Ortadeveci

Özden

2023

Clinical Anatomy

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The traditional approach to anatomy teaching is still the most common. Recently, there has been a demand for methods that make students more active and open to communication and cooperation, and are well integrated with technology. Our aim in this study was to determine the social media usage characteristics and anatomy learning experiences of medical and dentistry students, and their expectations about learning via social media. A questionnaire was prepared and distributed to faculties of Medicine and Dentistry in 10 different universities in Türkiye via Google forms. The questionnaire was voluntarily answered by 762 students. Frequency, exploratory factor and confirmatory factor analyses were applied to the data acquired, and a structural equation modeling (SEM) approach was used. The results showed that 54.3% of the students spent more than 90 min/day on social media; 96.5% of the participants preferred to follow anatomical content pages on social media (acpSM) administered by an academic. They stated that the instant responses from acpSM's admin had a positive effect on motivation to learning (4.08 ± 0.89, mean ± SD, on 5‐point Likert‐type scale). The SEM revealed a statistically significant correlation between the students' learning motivation and the sufficiency and suitability of acpSM content (p < 0.010). Thus, medical and dental students are eager to learn anatomy via social media. However, they found acpSM to be insufficient in quality and quantity and wanted future content to be administered by academics. An acpSM optimized for content sufficiency and suitability increased students' learning motivation.

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Section: Discussionmentioning

confidence: 99%

Social media as a learning tool in anatomy education from the perspective of medical and dental students

Ortadeveci

Özden

2023

Clinical Anatomy

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“…One of the new problems which had a massive effect on educational systems was COVID-19 (30,37). COVID-19 forced universities and academic centers to develop online methods such as webinars, online classrooms, serious games, and gami cations to further engage students and teachers.…”

Section: Skillsmentioning

confidence: 99%

“…VR is the most common device due to its availability, and ease of use, and can provide a variety of tools and options in different elds from behavioral science (42) to orthopedics surgery (34) in a virtual environment. On the other hand, MR and AR can combine the digital world with real life and can be used mostly in anatomy (30,43) to different elds like ward rounds (41), and emergency simulations (37).…”

Section: Type Of Technologymentioning

confidence: 99%

Virtual Reality in Medical Education during the COVID-19 Pandemic; A Systematic Review

Mehraeen¹,

Dashti

Ghasemzadeh

et al. 2023

Preprint

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Introduction: With the outbreak of the COVID-19 disease and the virtualization of education, many challenges were created in the field of medical education. Many of these challenges were turned into opportunities with the help of new technologies such as virtual reality. The purpose of this research was to investigate the applications of virtual reality in medical education in the era of COVID-19. Methods: We aimed to investigate new technologies’ applications in medical education during the COVID-19 pandemic. Original English articles were browsed in online databases of PubMed, Embase, Scopus, and Web of Scienceas of November 24, 2022. Data of eligible publications were extracted following screening/ selection in two steps and applying inclusion/ exclusion criteria. This systematic review follows PRISMA checklist and Newcastle-Ottawa Scale (NOS) bias assessment tool. Results: Based on the included articles, Microsoft HoloLense2 and Meta Oculus devices were used extensively in medical training studies. In some of the studies, the results demonstrated that the use of these technologies resulted in high levels of engagement, was suitable for training purposes, and decreased the risk of medical learning practicums. Moreover, some studies observed improvement in training compared to traditional training systems. Conclusion: Extended reality use including Virtual Reality (VR), Mixed Reality (MR), and Augmented Reality (AR) concepts in teaching activities and practical procedures can improve the overall educational process, while also increasing engagement, motivation, and understanding of key concepts of participants, especially medical students.

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“…The application of AR and VR using 3D visualization pedagogical tutorials have expanded with the rapid evolution of digital technology in the last decade and show promise in advancing knowledge within nursing programs 10. Interactive visualization tutorials that are created in 3D AR or VR are more effective in cognitive learning outcomes, improving psychomotor skills, and gaining a higher motivation in learners than a script-based approach in education 8,9,12,14,15,19-21. Studies consistently show that integrating AR and VR into health care education improves students’ understanding of, and their spatial orientation of, anatomical relationships 14,15,20,21.…”

Section: Problemmentioning

confidence: 99%

Development of an Interactive 3D Visualization Tutorial for Pathophysiology in Graduate Nursing Education

Rogers,

Reyes,

Yang

2023

Nurse Educator

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Background: A recent revision to the Nurse Practitioner Role Core Competencies will lead to robust changes in graduate education. Incorporating innovative technology into the core courses of advanced practice nursing will prepare practice-ready providers with a high level of competence leading to successful health outcomes, improved patient satisfaction, and decreased health care costs. Problem: Graduate education lacks effective, innovative, and interactive visualization tools to study pathophysiology. There is a lack of evidence for the use of 3-dimensional (3D) augmented reality (AR) and virtual reality in advanced practice core courses. Approach: A collaborative iterative approach was used to design, develop, analyze, update, and reiterate a 3D AR tutorial for advanced pathophysiology. Outcomes: Students had a positive experience and perceive 3D AR as a learning tool that can increase examination scores. The visualization connected the pathophysiologic process of a disease to the pathogenesis, clinical manifestations, and associated treatments. Conclusions: 3D AR tutorials are an effective solution to facilitate learning difficult concepts in pathophysiology by incorporating multiple learning techniques: visual, aural, verbal, kinesthetic, and logical.

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Augmented reality for teaching anatomy

Cited by 13 publications

References 14 publications

Social media as a learning tool in anatomy education from the perspective of medical and dental students

Social media as a learning tool in anatomy education from the perspective of medical and dental students

Virtual Reality in Medical Education during the COVID-19 Pandemic; A Systematic Review

Development of an Interactive 3D Visualization Tutorial for Pathophysiology in Graduate Nursing Education

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