Comparing learning retention in medical students using mixed-reality to supplement dissection: a preliminary study

Area of Science:

• Medical Education
• Anatomy
• Mixed Reality Technology

Background:

• Traditional anatomy education relies heavily on cadaveric dissection.
• Emerging technologies like mixed reality (MR) offer innovative approaches to anatomical learning.
• Evaluating student perceptions and learning outcomes with MR is crucial for its integration into medical curricula.

Purpose of the Study:

• To assess medical students' impressions of learning female breast anatomy using mixed reality.
• To compare the long-term retention of female breast anatomy between students using MR supplements and those solely using cadaveric dissection.
• To evaluate the impact of MR on teamwork and learning ease in anatomy education.

Main Methods:

• A counterbalanced design was used with first-year medical students (n=38) in a mixed-reality module and cadaveric dissection of female breast anatomy.
• Student impressions were gathered via post-quizzes and surveys.
• Long-term retention was assessed via a delayed post-quiz comparing students who used MR supplements (n=22) with those who only dissected (n=129) 8 months later.

Main Results:

• Students reported significantly more positive responses to mixed reality and found it easier for learning and teamwork.
• Participants using mixed reality scored significantly higher on a delayed post-quiz compared to those who only dissected cadavers (p < .009).

Conclusions:

• Mixed reality may be a preferred and effective modality for medical students learning anatomy, enhancing teamwork.
• Supplementing cadaveric dissection with mixed reality shows potential for improving long-term anatomical knowledge retention.
• Further research with larger samples and diverse anatomical regions is recommended to confirm generalizability.