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Effectiveness and satisfaction with virtual and donor dissections: A randomized controlled trial.

Young Hyun Yun1, Hyeok Yi Kwon1, Su Kyoung Jeon1

  • 1Department of Anatomy and Cell Biology, Seoul National University College of Medicine, Seoul, Republic of Korea.

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Virtual dissection significantly improved medical students' academic performance and satisfaction compared to traditional donor dissection. This innovative approach using head-mounted displays and touchscreens shows potential to enhance anatomy education.

Keywords:
Head-mounted displayHeart anatomyLife-sized touchscreenNeuroanatomyScenario-based virtual contentTabletVirtual dissection

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Area of Science:

  • Medical Education
  • Anatomy Education Technology
  • Virtual Reality in Medicine

Background:

  • Traditional human anatomy education relies on donor dissection, facing challenges in accessibility and scalability.
  • Virtual dissection technologies are emerging as potential alternatives to traditional methods.
  • Evaluating the efficacy of virtual dissection in comparison to donor dissection is crucial for modernizing anatomy curricula.

Purpose of the Study:

  • To compare the academic performance and student satisfaction between virtual dissection and traditional donor dissection.
  • To assess the impact of novel virtual reality tools, including head-mounted displays (HMDs), touchscreens, and tablets, on anatomy learning.
  • To determine the potential of virtual dissection to supplement or replace donor dissection in medical education.

Main Methods:

  • An open-labeled, crossover randomized controlled trial involving 154 first-year medical students.
  • Students were assigned to either virtual-first or donor-first dissection groups in Human Anatomy and Neuroanatomy laboratories.
  • A curriculum incorporating HMDs, life-sized touchscreens, and tablets was developed; data collected via quizzes and surveys.

Main Results:

  • The virtual dissection group achieved significantly higher mean quiz scores in both Human Anatomy and Neuroanatomy laboratories compared to the donor group (p < 0.05).
  • Students reported significantly higher satisfaction with HMDs, life-size touchscreens, and tablets compared to donor dissection, citing improved esthetics, concept understanding, immersion, spatial ability, and intention for continuous use.
  • Specific improvements were noted for HMDs (concept understanding, immersion), touchscreens (esthetics, concept understanding, spatial ability), and tablets (esthetics, concept understanding, spatial ability, continuous use intention).

Conclusions:

  • Virtual dissection, utilizing advanced technologies like HMDs and interactive screens, offers a superior learning experience compared to traditional donor dissection.
  • The findings suggest that virtual dissection is a viable and effective tool that can supplement or potentially replace donor dissection in anatomy education.
  • This study validates the efficacy of scenario-based virtual content delivery and its positive impact on both academic performance and student satisfaction in anatomy.