The Benefits of an Augmented Reality Magic Mirror System for Integrated Radiology Teaching in Gross Anatomy

Abstract

Early exposure to radiological cross‐section images during introductory anatomy and dissection courses increases students’ understanding of both anatomy and radiology. Novel technologies such as augmented reality (AR) offer unique advantages for an interactive and hands‐on integration with the student at the center of the learning experience. In this article, the benefits of a previously proposed AR Magic Mirror system are compared to the Anatomage, a virtual dissection table as a system for combined anatomy and radiology teaching during a two‐semester gross anatomy course with 749 first‐year medical students, as well as a follow‐up elective course with 72 students. During the former, students worked with both systems in dedicated tutorial sessions which accompanied the anatomy lectures and provided survey‐based feedback. In the elective course, participants were assigned to three groups and underwent a self‐directed learning session using either Anatomage, Magic Mirror, or traditional radiology atlases. A pre‐ and posttest design with multiple choice questions revealed significant improvements in test scores between the two tests for both the Magic Mirror and the group using radiology atlases, while no significant differences in test scores were recorded for the Anatomage group. Furthermore, especially students with low mental rotation test (MRT) scores benefited from the Magic Mirror and Anatomage and achieved significantly higher posttest scores compared to students with a low MRT score in the theory group. Overall, the results provide supporting evidence that the Magic Mirror system achieves comparable results in terms of learning outcome to established anatomy learning tools such as Anatomage and radiology atlases.

An Alternative Method for Anatomy Training: Immersive Virtual Reality

“…In this study, there was no correlation between PSVT-R scores and quiz scores. The findings of this study contradict with Bork et al's (2019) study (Bork et al, 2019). Therefore, further studies are needed to determine the effects of spatial ability on both AR and VR anatomy training.…”

“…The post-test results of the MM group were significantly increased compared to the pre-test results, but no significant difference was found in the AR group. In addition, the group with low MRT scores received more benefits from MM compared to AR (Bork et al, 2019). In a study by Paech et al (2018), in which both methods were non-immersive, the interactive group achieved a higher post-test result; however, the students' MRT scores were not taken into consideration (Paech et al, 2018).…”

“…These are screen-based non-immersive systems that enable users to experience anatomical structures in combination with medical images in relation to their bodies (Chien et al, 2010;Ma et al, 2016;Kugelmann et al, 2018). In a study by Bork et al (2019), in which MM and AR had been integrated into gross anatomy courses and their impacts on student's learning and perceptions were investigated. The post-test results of the MM group were significantly increased compared to the pre-test results, but no significant difference was found in the AR group.…”

Current Perspectives on Augmented Reality in Medical Education: Applications, Affordances and Limitations

“…Participants were asked to identify the correct placement of virtual organs in four different views to compare the impact of reversing MM 20 medical students - all students experienced all conditions (pre-test and tool-assisted test) Students in general identified correct organ locations significantly better and faster in NRMM conditions compared to RMM conditions A2, A3, A5 Reversing (RMM) and non-reversing magic mirrors(NRMM) compared - organ positions also flipped 7. Bork et al 29 2019 Anatomy (radiology) A pre- and posttest design with multiple choice questions used to assess learning using radiology cross sections across three conditions 72 students (24 experimental AR, 24 experimental Anatomage, 24 control) The MM system achieved significant improvements of scores. Also showed a greater benefit for students with low mental rotation A1, A2, A3, A5 AR MM system compared to the Anatomage, a virtual dissection table or traditional radiology atlases 8.…”

Creating a Human Gross Anatomy Laboratory: The Experience at a Primarily Undergraduate Institution

“…• Aids in the development of palpation skills (Kinirons et al, 2019). • Affords an opportunity to incorporate novel technologies and methodologies into the curriculum that have additional benefit for students such as three-dimensional technologies, audiovisual devices, and augmented reality (Reeves et al, 2004;Ahmad et al, 2016;Peterson and Mlynarczyk, 2016;Ghosh, 2017;Fleagle et al, 2018;Houser and Kondrashov, 2018;Bork et al, 2019;Greene, 2020). Other novel technologies include cadaver-specific post-mortem computed tomography (Paech et al, 2017(Paech et al, , 2018; the introduction of real-time cadaveric laparoscopy (Saberski et al, 2015); and the use of Two-, three-, and four-dimensional ultrasound (Carter et al, 2017).…”