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Virtual Reality as an Alternative to Conventional Anatomy Teaching: A Systematic Review of Randomised Controlled
Rifat Ershad1, Imaad Khan1, Syed Gilani1
1Department of General Medicine, Basildon University Hospital, Basildon, GBR.
Cureus
|August 10, 2026
Summary
Virtual reality (VR) anatomy education matches or surpasses traditional methods in knowledge acquisition and long-term retention. VR is an effective supplement, particularly for complex spatial anatomy, supporting blended learning models.
Area of Science:
- Medical Education
- Anatomy
- Educational Technology
Background:
- Traditional anatomy education faces challenges like reduced hours and high costs.
- Virtual reality (VR) presents an immersive, repeatable alternative but its efficacy is debated.
Purpose of the Study:
- To evaluate VR-based anatomy instruction versus conventional teaching in undergraduates.
- Focus on knowledge acquisition, long-term retention, and learner satisfaction.
Main Methods:
- Systematic review following PRISMA guidelines.
- Searched PubMed/MEDLINE and Cochrane CENTRAL.
- Included 8 randomized controlled trials (RCTs) with ~480 undergraduate medical students.
Main Results:
- VR matched or exceeded traditional methods in immediate knowledge acquisition, especially for complex spatial anatomy.
- VR was non-inferior in short-term retention (5-9 days, 8 weeks) and superior at 4 months.
- Immersive VR showed non-inferiority to cadaveric bone models in skeletal anatomy.
Conclusions:
- VR is an effective educational tool enhancing long-term anatomy retention and reducing cognitive load.
- Supports integration into blended learning, not a replacement for cadaveric dissection.
- Scalability and cost-effectiveness support VR adoption in resource-limited curricula.
