An Augmented Reality magic mirror as additive teaching device for gross anatomy

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

“…The retention of knowledge to identify clinically relevant anatomical structures is highly correlated with the level of students’ involvement in the interventions (Bergman et al, ), hence several efforts (Boon et al, ; Miles, ; Turney, ) have been made to offer interactive and problem‐oriented anatomy learning interventions. As noted earlier, the use of novel educational innovations like augmented reality (Blum et al, ; Lindgren and Johnson‐Glenberg, ; Bork et al, ; Kugelmann et al, ) can enhance students’ learning experiences. Body painting (Op Den Akker et al, ; McMenamin, ) is also cited as an effective method to improve students’ experiences in anatomy education.…”

“…Body painting (Op Den Akker et al, ; McMenamin, ) is also cited as an effective method to improve students’ experiences in anatomy education. Along with many other approaches to active learning (Op Den Akker et al, ; McMenamin, ; Blum et al, ; Lindgren and Johnson‐Glenberg, ; Bork et al, ; Kugelmann et al, ), the blending of technology and art in a single activity can enhance knowledge retention among students. The work reported here builds upon previous studies by offering a combined intervention in art and technology.…”

“…Both body painting and the augmented reality Magic Mirror system have been recognized as effective learning tools for medical education (McMenamin, ; Finn, ; Meng et al, , b; Kugelmann et al, ). To evaluate the proposed educational plan, an activity for undergraduate students at the Johns Hopkins University (JHU) was designed.…”

Scan and Learn: Quick Response Code Enabled Museum for Mobile Learning of Anatomy and Pathology

“…Digital resources like AR and VR, virtual dissection tables, and 3D atlases are more often incorporated in formal instructional processes of gross anatomy education (Trelease, ; Sugand et al, ; Kugelmann et al, ). The use of multimedia content could complement the teaching of complex concepts, foster engagement, and extend self‐learning (Drake et al, ; Chen et al, ).…”

“…Alternative teaching tools have also changed the approaches to anatomical education (Clark, ; Cook and Dupras, ; Cook, ). These new alternative teaching tools included plastinated specimens, three‐dimensional (3D) printed educational models, virtual reality (VR), augmented reality (AR), virtual dissections, and multimedia applications (McNulty et al, ; Vogel et al, ; McMenamin et al, ; Kugelmann et al, ; Mogali et al, ). Although, innovative alternative technologies have widened the horizons of learning, they have compromised the value of the medical museum as an educational resource (Cook, ; Wakefield, ; Marreez et al, ).…”