Can virtual reality improve traditional anatomy education programmes? A mixed-methods study on the use of a 3D skull mod
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RESEARCH ARTICLE
Open Access
Can virtual reality improve traditional anatomy education programmes? A mixedmethods study on the use of a 3D skull model Shi Chen1,2†, Jiawei Zhu3†, Cheng Cheng3†, Zhouxian Pan3, Lingshan Liu3, Jianhua Du3, Xinhua Shen4, Zhen Shen5, Huijuan Zhu1, Jihai Liu2,6, Hua Yang2,7, Chao Ma4 and Hui Pan1,8*
Abstract Background: Realistic, portable, and scalable lectures, cadaveric models, 2D atlases and computer simulations are being combined more frequently for teaching anatomy, which result in major increases in user satisfaction. However, although digital simulations may be more portable, interesting, or motivating than traditional teaching tools, whether they are superior in terms of student learning remain unclear. This paper presents a study in which the educational effectiveness of a virtual reality (VR) skull model is compared with that of cadaveric skulls and atlases. The aim of this study was to compare the results of teaching with VR to results of teaching with traditional teaching methods by administering objective questionnaires and perception surveys. Methods: A mixed-methods study with 73 medical students was conducted with three different groups, namely, the VR group (N = 25), cadaver group (N = 25) and atlas group (N = 23). Anatomical structures were taught through an introductory lecture and model-based learning. All students completed the pre- and post-intervention tests, which comprised a theory test and an identification test. The theory test consisted of 18 multiple-choice questions, and the identification test consisted of 25 fill-in-the-blank questions. Results: The participants in all three groups had significantly higher total scores on the post-intervention test than on the pre-intervention test; the post-intervention test score in the VR group was not statistically significantly higher than the post-intervention test score of the other groups (VR: 30 [IQR: 22–33.5], cadaver: 26 [IQR: 20–31.5], atlas: 28[IQR: 20–33]; p > 0.05). The participants in the VR and cadaver groups provided more positive feedback on their learning models than the atlas group (VR: 26 [IQR: 19–30], cadaver: 25 [IQR: 19.5–29.5], atlas: 12 [IQR: 9–20]; p < 0.001). (Continued on next page)
* Correspondence: [email protected] † Shi Chen, Jiawei Zhu and Cheng Cheng contributed equally to this work. 1 Department of Endocrinology, Endocrine Key Laboratory of Ministry of Health, Peking Union Medical College Hospital (PUMCH), Chinese Academe of Medical Sciences & Peking Union Medical College (CAMS & PUMC), Beijing 100730, China 8 Medical Department, PUMCH, CAMS & PUMC, Beijing 100730, China Full list of author information is available at the end of the article © The Author(s). 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons lice
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