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Using Virtual Reality to Assist Students at Academic Risk in Human Anatomy.

Michael Foley¹, Lauren T Lilley², Lindsay Meyers¹

¹Macon and Joan Brock Virginia Health Sciences Eastern Virginia Medical School at Old Dominion University, Norfolk, VA USA.

Medical Science Educator

|May 12, 2025

Summary

This summary is machine-generated.

Virtual reality (VR) in anatomy education showed mixed results for at-risk students. While VR enhanced confidence, it did not improve performance in complex head/neck and pelvis exams.

Keywords:

Academic risk Human anatomy Medical education Virtual reality

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Area of Science:

Medical Education
Anatomy
Virtual Reality

Background:

Visualizing complex 3D human anatomy is challenging for health profession students.
Virtual reality (VR) is a promising technology for anatomical education.

Purpose of the Study:

To evaluate the impact of VR sessions on academic performance and confidence in health profession students enrolled in a gross anatomy course.
To assess VR's effectiveness for students identified as being at academic risk.

Main Methods:

Students at academic risk participated in supplementary VR anatomy sessions.
Data collected through post-surveys, direct observations, and examinations.
Compared performance of VR participants with their peers in gross anatomy exams.

Main Results:

VR participants performed similarly to non-participants in most anatomical regions.
A notable decrease in performance was observed for VR participants in head/neck and pelvis/lower limb examinations.
Students reported increased confidence and understanding through VR use.

Conclusions:

VR shows potential as a supplementary tool in anatomy education, especially for less complex anatomical regions.
VR may help bridge gaps in traditional anatomy learning methods.
Further research is needed to optimize VR integration for challenging anatomical areas.