A Randomised Control Trial and Comparative Analysis of Multi-Dimensional Learning Tools in Anatomy

Area of Science:

• Medical Education
• Anatomy Learning
• Educational Technology

Background:

• Traditional anatomy education relies on text-based materials.
• Assessing the impact of novel learning tools on knowledge retention is crucial.
• Medical students' learning experiences can be enhanced through technology.

Purpose of the Study:

• To compare the effectiveness of text-only, 3D visualization (3DM), and mixed reality (MR) learning tools.
• To evaluate the thirty-day retention of anatomical knowledge across different learning modalities.
• To assess the impact of these tools on student engagement and cognitive abilities.

Main Methods:

• Fifty-two medical students were randomly assigned to text-only, 3DM, or MR learning groups.
• Anatomy tests measuring spatial and nominal knowledge were administered immediately and after thirty days.
• Psychometric tests and electroencephalogram data were collected to assess cognitive function and engagement.

Main Results:

• The mixed reality (MR) group showed superior thirty-day retention of both nominal and spatial anatomy information.
• Participants using 3D visualization (3DM) and MR reported higher engagement levels.
• The MR group initially performed lower on nominal questions but demonstrated better long-term recall.

Conclusions:

• Three-dimensional visualization tools, particularly mixed reality, show significant potential for improving anatomy education.
• Enhanced engagement and long-term retention suggest the value of immersive technologies in medical learning.
• Further research with larger sample sizes is recommended to validate these findings.