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Updated: May 29, 2026

Mixed Reality Technology and Three-Dimensional Printing in Teaching: Heart Anatomy as an Example
06:18

Mixed Reality Technology and Three-Dimensional Printing in Teaching: Heart Anatomy as an Example

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Virtual Reality Application for Teaching Complex Congenital Heart Defect Anatomy: Design and Development Study.

Kevin Muneton1, David Buyck2, Carlos-Eduardo Guerrero-Chalela3

  • 1The Visible Heart Laboratories, University of Minnesota, B172 Mayo, MMC195, 420 Delaware St SE, Minneapolis, MN, 55455, United States, 1 5618713359.

JMIR XR and Spatial Computing
|May 28, 2026
PubMed
Summary

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This summary is machine-generated.

Virtual reality (VR) offers a novel way to teach congenital heart defects (CHDs) anatomy using 3D models from CT scans. This VR application demonstrated higher perceived educational potential than traditional methods, enhancing medical training.

Area of Science:

  • Medical Education Technology
  • Cardiovascular Imaging
  • Anatomical Visualization

Background:

  • Traditional medical education methods for complex cardiac anatomy, particularly congenital heart defects (CHDs), face limitations like specimen availability and student comfort.
  • Existing methods such as cadaver dissection and textbooks present challenges in effectively teaching intricate 3D cardiac structures.

Purpose of the Study:

  • To develop and implement an innovative virtual reality (VR) educational application for congenital heart defects (CHDs).
  • To assess the acceptance and suitability of this VR application for medical education by evaluating user feedback.

Main Methods:

  • High-fidelity 3D cardiac models were created from anonymized CT scan images using specialized software.
  • These 3D models were integrated into a VR application developed in Unity.
Keywords:
anatomycongenital heart defectcongenital heart diseaseinnovationmedical educationvirtual reality

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  • A pilot study involved cardiologists, biomedical engineers, and medical trainees to evaluate the VR app's effectiveness and user satisfaction.

    • Main Results:

    • The VR application showed a significantly higher mean perception of educational potential for CHDs compared to traditional methods (4.56 vs. 3.22, P=.008).
    • Participants found the application more suitable for medical students (mean=3.22, P=.02) and patient education (mean=4.11, P=.03).

    Conclusions:

    • The developed VR application provides an innovative method for teaching complex CHD anatomy using 3D models derived from CT scans.
    • This technology offers advantages in 3D visualization and overcomes geographical limitations in medical education.
    • Future research should explore Extended Reality (XR) integration and conduct long-term efficacy studies.