Using virtual reality to complement and enhance anatomy education

Abstract

The use of digital three-dimensional (3D) models to aid learning and teaching in anatomy education has become common place over the last decade. More recently, virtual reality (VR) has been explored by a number of universities as a means of further engaging students with virtual models. This paper describes the development and evaluation of a pilot VR anatomy resource at the University of Dundee. Students were exposed to a collection of 3D anatomical models in VR to evaluate the potential usefulness and adoption of this technology for anatomy education.

The effectiveness of virtual reality-based technology on anatomy teaching: a meta-analysis of randomized controlled studies

“…Recently, increasing interest has been paid on VR in medical educational world, particularly for anatomy teaching and resident surgical training [5,6]. VR provides students a simulation scene to conceptualize intricate 3D anatomic connections quickly.…”

The Impact of the Covid‐19 Pandemic on Current Anatomy Education and Future Careers: A Student’s Perspective

“…It would seem that a purposely designed online course which integrates a number of elements into a learning journey would potentially provide a solution to the current pause in face-to-face teaching. Further, a modern ideal for home learning of anatomy would be in the form of virtual reality (VR) resources (Erolin et al, 2019), and although we are not quite yet in the age where this technology is a household staple, there are elements of it which could be adapted to a remote learning environment. Indeed, most smartphones are compatible with Google Cardboard allowing students to experience VR from their own phones, if provided with suitable software (Izard et al, 2017).…”

Nursing students’ engagement and experiences with virtual reality in an undergraduate bioscience course

“…Likewise, efforts to develop student academic skills and selfefficacy are supported. VR has been used in bioscience courses in medical education (Erolin et al, 2019;Izard et al, 2017;Moro et al, 2017). It has potential to encourage independent learning, appeal to different learning approaches, improve self-confidence, and is considered a form of active learning (Chang & Weiner, 2016;Farra et al, 2018;Johnson-Glenberg, 2018;Pulijala et al, 2018;Williams et al, 2018).…”

“…Researchers have suggested several supports for bioscience learning in nursing including requiring science courses as admission prerequisites, supporting post-secondary study skills, developing science self-efficacy, encouraging independent study, offering activities to appeal to different learning styles, and incorporating active learning (Bakon et al, 2016;Evensen, Brataas, & Cui, 2020;Johnston et al, 2015;McVicar et al, 2015). Educators in medicine have recently suggested technological approaches such as virtual reality (VR) be integrated into bioscience courses as a means of supporting student learning (Erolin, Reid, & McDougall, 2019;Izard, Juanes Méndez, & Palomera, 2017;Moro, Štromberga, Raikos, & Stirling, 2017). VR has potential to encourage independent learning, appeal to different learning approaches, improve self-confidence, and is a form of active learning (Chang & Weiner, 2016;Farra, Smith, & Ulrich, 2018;Johnson-Glenberg, 2018;Pulijala, Ma, Pears, Peebles, & Ayoub, 2018;Williams, Jones, & Walker, 2018).…”