&lt;p&gt;An Experimental Study On Usefulness Of Virtual Reality 360° In Undergraduate Medical Education&lt;/p&gt;

Sultan, Lama; Abuznadah, Wesam; Al-Jifree, Hatim M; Khan, M. A.; Alsaywid, Basim; Ashour, Faisal

doi:10.2147/amep.s219344

Cited by 68 publications

(55 citation statements)

References 27 publications

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“…Although commercially available and low-cost HMDs have further enhanced the opportunities for a truly interactive virtual experience [ 37 ], the cost of VLR as a supplement should be noted. Each set of VR equipment cost approximately 700 dollars in our study, and it requires related software, computer hardware and technicians for its maintenance [ 38 ]. Considering the benefits of improved learning, repeated use, and versatility, VR can reduce the costs of laboratory material, supervisor staff and even simulated patients.…”

Section: Discussionmentioning

confidence: 99%

Can virtual reality improve traditional anatomy education programmes? A mixed-methods study on the use of a 3D skull model

et al. 2020

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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). Conclusions The skull virtual learning resource (VLR) was equally efficient as the cadaver skull and atlas in teaching anatomy structures. Such a model can aid individuals in understanding complex anatomical structures with a higher level of motivation and tolerable adverse effects.

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Section: Discussionmentioning

confidence: 99%

Can virtual reality improve traditional anatomy education programmes? A mixed-methods study on the use of a 3D skull model

et al. 2020

View full text Add to dashboard Cite

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“…Although the commercially available and low-cost HMDs have further enhanced the opportunities for truly interactive virtual experience [33], the cost of VLR as a supplement should be noted. Each set of VR equipment costs approximately 700 dollars in our study, and it needs related software, computer hardware and technicians for its maintenance are needed [34]. Considering the bene ts of improving learning, repeated use, and versatility, VR can reduce the costs of laboratory material, supervisor staff and even simulated patients.…”

Section: Discussionmentioning

confidence: 99%

Can virtual reality improve traditional anatomy education programmes? A mixed-methods study on the use of a 3D skull model

Chen

Zhu

Cheng

et al. 2020

Preprint

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Background: Realistic, portable, and scalable lectures, cadaveric models, 2D atlases and computer simulations are being combined more frequently for teaching anatomy, resulting in major increases in user satisfaction. However, while 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 purpose of this study was to compare the results of teaching with VR to those of teaching with traditional teaching methods by administering objective questionnaires and perception surveys. Methods: A mixed-methods study with 73 medical students was carried out with three different groups: the VR skull (N=25), cadaveric skull (N=25) and atlas (N=23) groups. Anatomical structures were taught through an introductory lecture and model-based learning. All students completed the pre- and post-intervention tests, which were composed of a theory test and an identification test. 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-interview test score in the VR group was not statistically significantly higher than those of the other groups (VR: 30 [22-33.5], cadaver: 26 [20-31.5], atlas: 28[20-33]; p=0.571). The participants in the VR and cadaver groups provided more positive feedback on their learning models than the atlas group (VR: 26 [19-30], cadaver: 25 [19.5-29.5], atlas: 12 [9-20]; p<0.0001).Conclusions: The skull VLR was equally efficient with cadaver skull and atlas in teaching anatomy structures. Such a model can aid individuals in understanding complex anatomical structures with a higher level of motivation and tolerable adverse effects.

show abstract

“…Although commercially available and low-cost HMDs have further enhanced the opportunities for a truly interactive virtual experience [37], the cost of VLR as a supplement should be noted. Each set of VR equipment cost approximately 700 dollars in our study, and it requires related software, computer hardware and technicians for its maintenance [38]. Considering the bene ts of improved learning, repeated use, and versatility, VR can reduce the costs of laboratory material, supervisor staff and even simulated patients.…”

Section: Discussionmentioning

confidence: 99%

Can virtual reality improve traditional anatomy educational programmes?A mixed-methods study on the use of a 3D skull model

Chen

Zhu

Cheng

et al. 2020

Preprint

View full text Add to dashboard Cite

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). Conclusions: The skull virtual learning resource (VLR) was equally efficient as the cadaver skull and atlas in teaching anatomy structures. Such a model can aid individuals in understanding complex anatomical structures with a higher level of motivation and tolerable adverse effects.

show abstract

<p>An Experimental Study On Usefulness Of Virtual Reality 360° In Undergraduate Medical Education</p>

Cited by 68 publications

References 27 publications

Can virtual reality improve traditional anatomy education programmes? A mixed-methods study on the use of a 3D skull model

Can virtual reality improve traditional anatomy education programmes? A mixed-methods study on the use of a 3D skull model

Can virtual reality improve traditional anatomy education programmes? A mixed-methods study on the use of a 3D skull model

Can virtual reality improve traditional anatomy educational programmes?A mixed-methods study on the use of a 3D skull model

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