Virtual reality is more efficient in learning human heart anatomy especially for subjects with low baseline knowledge (original) (raw)
Related papers
Clinical Anatomy, 2018
INTRODUCTION: Cardiac anatomy can be challenging to grasp due to its complex threedimensional nature and remains one of the most challenging topics to teach. In light of some exciting technological advances in the field of virtual reality (VR), we sought to test the viability and the assess efficacy of this computer-generated model for the purposes of teaching cardiac anatomy. MATERIALS and METHODS: Prior to learning cardiac anatomy, first year undergraduate medical students participated in an anatomically-correct VR simulation of the heart. Students Accepted Article This article is protected by copyright. All rights reserved. 3 were randomly distributed into control and variable groups. Each student completed a preintervention quiz, consisting of ten multiple choice questions with five conventional cardiac anatomy questions, and five visual-spatial (VS) questions. The control group continued to independent study, while the variable group subjects were exposed to a thirty-minute immersive cardiac VR experience. At the end of the intervention, both groups underwent a separate postintervention ten-question quiz. RESULTS: Forty-two students participated in the cardiac VR experiment, separated into 14 control and 28 variable subjects. They scored 50.9% on average on the pre-intervention quiz (SD=16.5), and 70.2% on the post-intervention quiz (SD=18.7.) Compared to the control group, the students exposed to VR scored 21.4% higher in conventional content (p=0.004), 26.4% higher in VS content (p<0.001), and 23.9% higher overall (p<0.001.) CONCLUSIONS: VR offers an anatomically correct and immersive visual-spatial environment that permits learner to interact three-dimensionally with the heart's anatomy. This study demonstrates the viability and the effectiveness of VR in teaching cardiac anatomy.
Effects of Virtual Reality-Based Teaching On Students’ Learning Performance In Anatomy
2021
Background: Students should become familiar with spatial relationships around anatomical structures, not just their appearance and function. This is a challenge in traditional classrooms where students use 2D images of books and descriptive articles as a reference. The aim of this study was to evaluate the effectiveness of VR training applied in anatomy training compared to conventional or 2D digital methods in the classroom.Method: Our quasi-experimental method used pre-test and post-test to measure academic achievement and technology acceptance questionnaires. A total of 92 fourth-year medical students were from three classes. They were randomly divided into three groups: 1) Traditional education group and 2) Virtual Reality education group 3) E-learning group (based on Moodle). To examine learning performance, the measurement tools included pre-test and post-test of anatomy and technology acceptance questionnaire.Result: The results showed that students who took anatomy courses i...
Effectiveness of Virtual Reality Technology Application in Medical Education: A Review of Evidences
Acta Healthmedica, 2017
Introduction: Medical education is a dynamic process, which is constantly developing. Learning and medical education due to the limitations of traditional training methods is a difficult task. The use of new techniques in medical education will help students to improve their performance and skills without becoming worried about negative consequences for patients. Virtual reality (VR) is a promising technology that provides a learning environment with simulation of critical situations for medical students. Through using virtual simulation, students learn how to react in high-risk situations, where human lives are in danger. The aim of this review was to evaluate the effect of virtual simulation training for medical students. Methods: This article was a reviewed study conducted in December 2016. Databases such as PubMed and Web of Science were searched to find all related articles with using keywords: "medical education" and "virtual reality." Further, a manual search was performed between published references. Results: A review of previous studies revealed that first-to fifth-year medical students used virtual reality as an educational tool. The results showed that virtual reality technology is used to train medical students in various fields such as anatomy, diagnostic otoscopy, mastoidectomy, legal medicine, laparoscopic skills, and arthroscopy. The majority of technologies that have been used to teach medical students were based on virtual reality simulation and augmented reality. All of the articles revealed that using virtual reality technology can improve the diagnostic performance of the medical students during encounters with different situations and enhance their practical skills. Conclusion: The results showed that virtual reality has a positive impact on learning and improving the process of medical education. It allows students to interact with simulated models and experience anatomy of virtual patients. Therefore, the findings of this study can be used to create effective training methods using virtual reality.
Virtual Reality to teach anatomy
2017
Virtual Reality (VR) and Augmented Reality (AR) have been gradually introduced in the curriculum of schools given the benefits they bring to classical education. We present an experiment designed to expose students to a VR session where they can directly inspect 3D models of several human organs by using Virtual Reality systems. Our systems allow the students to see the models directly visualized in 3D and to interact with them as if they were real. The experiment has involved 254 students of a Nursing Degree, enrolled in the Human anatomy and physiology course during 2 years (2 consecutive courses). It includes 10 3D models representing different anatomical structures which have been enhanced with meta-data to help the students understand the structure. In order to evaluate the students' satisfaction facing such a new teaching methodology, the students were asked to fill in a questionnaire with two categories. The first one measured whether or not, the teaching session using VR...
An Alternative method for Anatomy training: Immersive Virtual reality
The aim of this study was to investigate the effect of immersive three-dimensional (3D) interactive virtual reality (VR) on anatomy training in undergraduate physical therapy students. A total of 72 students were included in the study. The students were randomized into control (n = 36) and VR (n = 36) group according to the Kolb Learning Style Inventory, sex, and Purdue Spatial Visualization Test Rotations (PSVT-R). Each student completed a pre-intervention and post-intervention test, consisting of 15 multiple-choice questions. There was no significant difference between the two groups in terms of age, sex, Kolb Learning Style Inventory distribution, and the PSVT-R (P > 0.05). The post-test scores were significantly higher compared to pre-test scores in both the VR group (P < 0.001) and the control group (P < 0.001). The difference between the pre-test and post-test results was found to be significantly higher in favor of the VR group (P < 0.001). In this study, anatomy training with a 3D immersive VR system was found to be beneficial. These results suggest that VR systems can be used as an alternative method to the conventional anatomy training approach for health students. Anat Sci Educ 13: 648-656.
Cureus
Poor knowledge retention is one reason for medical student attrition in learning and has been a huge concern in medical education. Three-dimensional virtual reality (3D-VR)-based teaching and learning in medical education has been promoted to improve student learning outcomes. This study aimed to determine the effectiveness of 3D-VR in knowledge retention in human anatomy courses as compared to traditional teaching methods among medical students. Methods A convergent mixed methods design was utilized to evaluate learning outcomes in terms of short-and long-term knowledge retention scores among students using 3D-VR and those using traditional models and to describe students' experiences and views of the use of 3D-VR as a teaching and learning tool.
2019
Technology evolution and the need for teaching modernization led to the design of virtual reality applications in medical education. The current study aims to create an interactive environment by using three-dimensional (3D) models of the human arterial system. 3D arterial models allow undergraduate medical students to easily memorize main arterial branching pattern after intra-arterial navigation. The students have the ability by using the application for enjoyable interaction during navigation for learning process and continue or repeat the intra-arterial navigation. The study compares two students' groups by using the criterion whether or not they have followed the anatomy of the arterial system course and were successfully examined to it. The results showed no difference in experience in the evaluation of virtual reality application between the two groups, as well as no gender differences. Digital applications, although complex, offer great advantages, such as learning without jeopardizing human body and the possibility of multiple repetitions, that allows students fully understand the educational subject.
Frontiers in Surgery
We developed a prototype of a virtual, immersive, and interactive anatomy atlas for surgical anatomical training. The aim of this study was to test the usability of the VR anatomy atlas and to measure differences in knowledge acquirement between an immersive content delivery medium and conventional learning (OB). Twenty-eight students of the 11th grade of two german high schools randomly divided into two groups. One group used conventional anatomy books and charts whereas the other group used the VR Anatomy Atlas to answer nine anatomy questions. Error rate, duration for answering the individual questions, satisfaction with the teaching unit, and existence of a medical career wish were evaluated as a function of the learning method. The error rate was the same for both schools and between both teaching aids (VR: 34.2%; OB: 34.1%). The answering speed for correctly answered questions in the OB group was approx. twice as high as for the VR group (mean value OB: 98 s, range: 2-410 s; VR: 50 s, 1-290 s). There was a significant difference between the students of the two schools based on a longer processing time in the OB condition in School B (mean OB in School A: 158 s; OB in School B: 77 s). The subjective survey on the learning methods showed a significantly better satisfaction for VR (p = 0.012). Medical career aspirations have been strengthened with VR, while interest of the OB group in such a career tended to decline. The immersive anatomy atlas helped to actively and intuitively perform targeted actions that led to correct answers in a shorter amount of time, even without prior knowledge of VR and anatomy. With the OB method, orientation difficulties and/or the technical effort in the handling of the topographical anatomy atlas seem to lead to a significantly longer response time, especially if the students are not specially trained in literature research in books or texts. This seems to indicate that the VR environment in the sense of constructivist learning might be a more intuitive and effective way to acquire knowledge than from books.
Virtual reality and 3D visualizations in heart surgery education
The heart surgery forum, 2002
Computer assisted teaching plays an increasing role in surgical education. The presented paper describes the development of virtual reality (VR) and 3D visualizations for educational purposes concerning aortocoronary bypass grafting and their prototypical implementation into a database-driven and internet-based educational system in heart surgery. A multimedia storyboard has been written and digital video has been encoded. Understanding of these videos was not always satisfying; therefore, additional 3D and VR visualizations have been modelled as VRML, QuickTime, QuickTime Virtual Reality and MPEG-1 applications. An authoring process in terms of integration and orchestration of different multimedia components to educational units has been started. A virtual model of the heart has been designed. It is highly interactive and the user is able to rotate it, move it, zoom in for details or even fly through. It can be explored during the cardiac cycle and a transparency mode demonstrates ...