Extended reality and web-based imaging in case-based anatomy education: a two-year study of knowledge retention on...

This prospective repeated-measures quasi-experimental educational study, conducted across two consecutive first-year medical school cohorts, aimed to develop and implement case-based learning (CBL) modules using three-dimensional (3D) models and magnetic resonance imaging (MRI) within an extended reality (XR) environment. The intervention integrated anatomical variations and anomalies to enhance immediate learning and long-term knowledge retention.

MRI data from selected donors at the John A. Burns School of Medicine (JABSOM) were used to create XR-CBL modules. First-year medical students from the classes of 2024 (Cohort 2021) (n = 61) and 2025 (Cohort 2022) (n = 67) participated. Before the session, students received an email detailing the activity. During the gross anatomy laboratory, they accessed a website to explore cases featuring learning objectives, clinical and radiological data, 3D models, and MRIs. The XR experience utilized desktop-based XR technology. An assessment was administered before, immediately after, and eight weeks post-intervention. Students also completed a mixed-format feedback survey.

A repeated-measures ANOVA revealed a significant effect of the intervention on student performance across both cohorts. For Cohort 2021, Wilks' Lambda = 0.384, F (2, 59) = 47.27, p < 0.001, partial η² = 0.616. For Cohort 2022, Wilks' Lambda = 0.30, F (2, 65) = 72.72, p < 0.001, partial η² = 0.691. Follow-up pairwise comparisons with Bonferroni adjustments indicated significant improvements from pre-test to post-test and from pre-test to post-post-test for both cohorts (p < 0.01). There was no significant difference between the post-test and post-post-test scores (p = 1.00). In Cohort 2021, mean scores significantly increased from pre-test (3.9 ± 1.9) to post-test (6.2 ± 2.6) and were maintained at post-post-test (6.3 ± 1.7). Similarly, Cohort 2022 demonstrated significant gains from pre-test (4.3 ± 1.6) to post-test (7.6 ± 2.2), with high retention at post-post-test (6.3 ± 2.4). Pairwise comparisons confirmed that improvements from baseline were significant (p < 0.01), while no significant decay occurred between post- and post-post-assessments (p = 1.00).

Incorporating multimodal resources, including anatomical variations and anomalies through CBL, into the gross anatomy laboratory was associated with significant score improvements and positive student perceptions. Learners reported that the interactive, imaging-based tools helped them better understand complex anatomical relationships, particularly when anatomical variability was highlighted.