Virtual and stereoscopic anatomy: when virtual reality meets medical education

Abstract

OBJECTIVE The authors sought to construct, implement, and evaluate an interactive and stereoscopic resource for teaching neuroanatomy, accessible from personal computers. METHODS Forty fresh brains (80 hemispheres) were dissected. Images of areas of interest were captured using a manual turntable and processed and stored in a 5337-image database. Pedagogic evaluation was performed in 84 graduate medical students, divided into 3 groups: 1 (conventional method), 2 (interactive nonstereoscopic), and 3 (interactive and stereoscopic). The method was evaluated through a written theory test and a lab practicum. RESULTS Groups 2 and 3 showed the highest mean scores in pedagogic evaluations and differed significantly from Group 1 (p < 0.05). Group 2 did not differ statistically from Group 3 (p > 0.05). Size effects, measured as differences in scores before and after lectures, indicate the effectiveness of the method. ANOVA results showed significant difference (p < 0.05) between groups, and the Tukey test showed statistical differences between Group 1 and the other 2 groups (p < 0.05). No statistical differences between Groups 2 and 3 were found in the practicum. However, there were significant differences when Groups 2 and 3 were compared with Group 1 (p < 0.05). CONCLUSIONS The authors conclude that this method promoted further improvement in knowledge for students and fostered significantly higher learning when compared with traditional teaching resources.

Does three‐dimensional anatomy improve student understanding?

“…The group exposed to the 3D models showed significantly more correctly identified anatomical structures than a group that studied subcortical structures in 2D cross sections (42.1% compared to 25.4%, scale 0%–100%, P < 0.01; Ruisoto et al, ). De Faria et al () assessed an interactive stereoscopic lecture (a computer‐based virtual reality method) that is accessible from personal computers. They concluded that the 3D method resulted in greater improvement in students' anatomical knowledge as the 3D group had significantly higher test scores compared with a group that attended a conventional lecture with 2D images (respectively, 6.45 and 4.36; scale 0–10; p < 0.05; de Faria et al, ).…”

“…De Faria et al () assessed an interactive stereoscopic lecture (a computer‐based virtual reality method) that is accessible from personal computers. They concluded that the 3D method resulted in greater improvement in students' anatomical knowledge as the 3D group had significantly higher test scores compared with a group that attended a conventional lecture with 2D images (respectively, 6.45 and 4.36; scale 0–10; p < 0.05; de Faria et al, ). Agbetoba et al () evaluated the effectiveness of a tool that permits the learner to draw 3D boxes on relevant anatomical structures and to highlight the frontal sinus outflow pathway.…”

Enhancement of Anatomical Education Using Augmented Reality: An Empirical Study of Body Painting

“…Virtual reality (VR) on the other hand, is a technology that provides a 3D computer‐generated virtual environment that users can interact with and explore. In anatomy education, some VR systems have been developed which either use screen‐based displays (Lu et al, ; de Faria et al, ) or head‐mounted displays (Seo et al, ) for virtual anatomy model visualization. Despite the benefits that virtual reality offers, augmented reality technology gives the learner a sense of body‐ownership and proprioception with anatomical self‐augmentation.…”

Rethinking Anatomy: How to Overcome Challenges of Medical Education’s Evolution

“…In this context, virtual reality systems, by creating a more immersive experience than 2D and 3D visualization technologies, are seen as auxiliary tools for human Anatomy learning, especially due to visually and spatially complex concepts. 41,42 The application of Learning Analytics (LA) principles in Anatomy Education might represent the next step in a truly student-centered learning approach. LA is the measurement, collection, analysis, and reporting of data about learners and their contexts, for the purpose of understanding and optimizing learning and the environments in which it occurs.…”