Curriculum Innovation: Virtual Reality for Neuroanatomy Education Among Neurology Residents

Advanced neuroanatomy knowledge is essential for clinical reasoning in neurology, yet residency training offers limited time to reinforce concepts. This contributes to persistent gaps in topics frequently tested on the Residency In-service Training Examination (RITE). This study evaluated the feasibility and educational impact of a virtual reality (VR) neuroanatomy curriculum intended to enable residents to (1) identify and spatially integrate arterial, venous, and ventricular structures; (2) improve performance on assessments targeting commonly missed RITE concepts; and (3) assess usability, engagement, spatial presence, and perceived educational value.

(1) To identify and label key neuroanatomical structures, (2) to describe spatial relationships relevant to clinical localization, (3) to apply neuroanatomy to clinical scenarios modeled after RITE items, and (4) to evaluate usability, engagement, and spatial presence of VR.

A single-group, pre-post mixed-methods study among neurology residents at a single academic medical center. Participants completed a faculty-guided 40-minute VR session using Organon VR Anatomy on Meta Quest 3 headsets, focusing on cerebrovascular arterial supply, venous sinuses, ventricular anatomy, and key spatial relationships relevant to clinical localization. Knowledge was assessed using quizzes at baseline, postintervention, and at 2-week follow-up. Learner perceptions were measured using surveys, and data were analyzed using repeated-measures ANOVA and linear mixed-effects models, with mean differences and 95% confidence intervals reported.

Thirty residents (mean age 30.5 years, SD 4.6; 50% female) completed all assessments. Mean scores increased from 8.57 (SD 2.75) at baseline to 11.37 (SD 2.27) immediately postintervention and were sustained at 11.20 (SD 3.07) at 2 weeks. The mean increase was 2.80 points (95% CI 1.45-4.15), representing an approximate 33% improvement, with sustained gains at follow-up (2.63 points; 95% CI 1.28-3.99). Participants reported high usability, engagement, and spatial presence.

This study demonstrates the feasibility of an instructor-guided VR neuroanatomy curriculum and provides preliminary evidence of improved knowledge and short-term retention. Findings should be interpreted in the context of a single-group design and nonidentical assessments, which limit causal inference. VR seems to be a promising adjunct to traditional instruction, particularly when combined with guided teaching. Future controlled studies are needed to evaluate comparative effectiveness and long-term clinical impact.