Introduction: Virtual reality (VR) has become a popular teaching modality for undergraduate and graduate anatomy courses, allowing for interaction with 3D models of human anatomy through rotation, magnification, and cross-sectioning. While students have generally responded positively to the use and benefits of using VR to learn anatomy, an area of concern is the implementation of teaching students how to efficiently and effectively use VR to complement their study of anatomy.
Purpose: In this study, we plan to investigate the impact that Virtual Reality Education can have when assigned as an additional study modality throughout a course block on a student’s practical exam scores, overall course grades, and if it leads to further utilization of VR as a study tool.
Methods: We will conduct an in-person focus group with twenty 1st year medical students, selected on a first come, first serve basis, that will introduce them to VR and its application to anatomy learning. Participants will complete pre- and post-session surveys assessing prior exposure to VR, understanding of its uses, likelihood of incorporating VR in their studies, and feedback on the session itself. Throughout a course block, supplemental VR sessions aligned with system-based courses will be provided to participants, focusing on specific strategies to optimize VR use in learning anatomy. Post session surveys will assess student confidence, satisfaction, and perceived effectiveness. Anatomy practical scores will be compared between the focus group and the rest of the class as well as final course grades.
Results: Study is ongoing.
Contribution to the Field: By better equipping students with a structured introduction and targeted strategies for using VR to complement anatomy education, this study seeks to enhance student understanding of anatomical concepts, leading to improved exam performance and better application of anatomy knowledge in clinical practice.
Purpose: In this study, we plan to investigate the impact that Virtual Reality Education can have when assigned as an additional study modality throughout a course block on a student’s practical exam scores, overall course grades, and if it leads to further utilization of VR as a study tool.
Methods: We will conduct an in-person focus group with twenty 1st year medical students, selected on a first come, first serve basis, that will introduce them to VR and its application to anatomy learning. Participants will complete pre- and post-session surveys assessing prior exposure to VR, understanding of its uses, likelihood of incorporating VR in their studies, and feedback on the session itself. Throughout a course block, supplemental VR sessions aligned with system-based courses will be provided to participants, focusing on specific strategies to optimize VR use in learning anatomy. Post session surveys will assess student confidence, satisfaction, and perceived effectiveness. Anatomy practical scores will be compared between the focus group and the rest of the class as well as final course grades.
Results: Study is ongoing.
Contribution to the Field: By better equipping students with a structured introduction and targeted strategies for using VR to complement anatomy education, this study seeks to enhance student understanding of anatomical concepts, leading to improved exam performance and better application of anatomy knowledge in clinical practice.