Exploring student perceptions of integrating mixed reality with cadaveric teaching in undergraduate neuroanatomy...

Mixed reality (MR) using head-mounted displays provides three-dimensional visualizations that have been suggested to enhance learning when used alongside conventional anatomy teaching in medical education. This study explored student perceptions of the integration of MR and traditional cadaveric learning, and their optimal delivery to support anatomy education. Using a constructivist-interpretivist approach, we conducted a qualitative study with sixteen Year 2 medical students at Imperial College London. Participants were assigned to two groups, where they received both MR and cadaveric dissection room (DR) neuroanatomy teaching sessions in alternating order. A focus group was conducted with all participants following both interventions to explore their perceptions of the educational impact and sequencing of teaching modalities. Inductive thematic analysis identified four major themes, revealing insights into (1) the integrative use of MR and DR; (2) teacher-student interactions; (3) visualization and spatial understanding; and (4) the accessibility and adaptability of MR. Students perceived MR as particularly valuable for visualizing deep or obscured structures, while DR provided essential contextual and tactile understanding. Preferences for sequencing varied, with students emphasizing the complementary rather than interchangeable roles of both MR and DR teaching methods. The findings of this study inform how educators may maximize the value of both modalities in modern anatomical education by adapting teaching to diverse learner preferences and integrating them within blended approaches to support spatial understanding.