Immersive virtual reality and augmented reality in anatomy education: A systematic review and meta‐analysis

Abstract

The purpose of this review was to (1) analyze the effectiveness of immersive virtual reality (iVR) and augmented reality (AR) as teaching/learning resources (collectively called XR‐technologies) for gaining anatomy knowledge compared to traditional approaches and (2) gauge students' perceptions of the usefulness of these technologies as learning tools. This meta‐analysis, previously registered in PROSPERO (CRD42023423017), followed PRISMA guidelines. A systematic bibliographical search, without time parameters, was conducted through four databases until June 2023. A meta‐analytic approach investigated knowledge gains and XR's usefulness for learning. Pooled effect sizes were estimated using Cohen's standardized mean difference (SMD) and 95% confidence intervals (95% CI). A single‐group proportional meta‐analysis was conducted to quantify the percentage of students who considered XR devices useful for their learning. Twenty‐seven experimental studies, reporting data from 2199 health sciences students, were included for analysis. XR‐technologies yielded higher knowledge gains than traditional approaches (SMD = 0.40; 95% CI = 0.22 to 0.60), especially when used as supplemental/complementary learning resources (SMD = 0.52; 95% CI = 0.40 to 0.63). Specifically, knowledge performance using XR devices outperformed textbooks and atlases (SMD = 0.32; 95% CI = 0.10 to 0.54) and didactic lectures (SMD = 1.00; 95% CI = 0.57 to 1.42), especially among undergraduate students (SMD = 0.41; 95% CI = 0.20 to 0.62). XR devices were perceived to be more useful for learning than traditional approaches (SMD = 0.54; 95% CI = 0.04 to 1), and 80% of all students who used XR devices reported these devices as useful for learning anatomy. Learners using XR technologies demonstrated increased anatomy knowledge gains and considered these technologies useful for learning anatomy.

The Effectiveness of Augmented Reality/Mixed Reality in Medical Education: A Meta- Analysis

“…While AR/MR excels in skill training within medical education, as evidenced by reduced failure rates and performance times, its impact on theoretical knowledge learning appears less substantial. This meta-analysis revealed no significant advantage for AR/MR over traditional methods in enhancing knowledge comprehension, which is congruent with the findings of Moro et al [45] and contrasts with the conclusion of Paloma et al [8].…”

“…Operational training, such as surgical skills [5], physical examinations [6], interventional diagnosis and treatment, and emergency skills training [7], requires highly realistic and interactive simulated environments. AR/MR technology can also provide personalized learning experiences and real-time feedback, helping students continuously improve and enhance their learning outcomes [8]. AR/MR, with its significant features of stereoscopic visualization, interactivity, dynamic display, and simulated practice, greatly enriches teaching methods, enhances teaching effectiveness, and promotes the development of clinical thinking and skills in medical students [9].…”

Pilot Evaluation of Silicone Surrogates for Oral Mucosa Simulation in Craniofacial Surgical Training

“…The advancement of surgical simulation technology holds significant global implications for surgical education, particularly in addressing ethical, practical, and accessibility challenges. Surgical simulation offers a risk-free environment for trainees to develop and refine their skills without the need for live patients or cadavers [40], [41]. In some countries, pig models are commonly used for surgical training due to their anatomical similarities to humans [40], [41].…”

“…Surgical simulation offers a risk-free environment for trainees to develop and refine their skills without the need for live patients or cadavers [40], [41]. In some countries, pig models are commonly used for surgical training due to their anatomical similarities to humans [40], [41]. However, in many Muslimmajority areas, the use of pig models is considered haram, or forbidden, due to religious beliefs.…”

“…Simulation-based training enhances continuing education and skill maintenance for practicing surgeons worldwide. In clinical practice, surgeons may not frequently encounter rare or complex procedures, making it difficult to maintain proficiency [40], [41]. Surgical simulators provide a platform for ongoing education, allowing surgeons to regularly practice these challenging procedures and stay updated with the latest techniques and advancements.…”