Development of holographic techniques in forensic anthropology and odontology: A proof-of-concept educational study

Effective training of practitioners in forensic anthropology and odontology requires pedagogical strategies that optimize knowledge retention and the mastery of practical skills. This proof-of-concept study evaluated a low-cost, pyramidal pseudo-holographic display as a teaching aid for skull, pelvic and dental anatomy and compared it with two conventional methods: a 3D physical model and a printed 2D atlas. A total of 120 post-graduate students were randomly assigned to three groups of 40 (Hologram Group, 3D Physical Model Group and 2D Atlas Group). Knowledge was assessed with a 15-item pre-test and post-test, and learner perceptions were collected through a 5-point Likert-scale survey administered after the intervention. Within-group paired t-tests showed a mean score increase of 2.80 points (25.2%; p < 0.001) in the Hologram Group and 1.70 points (15.7%; p < 0.05) in the 3D Physical Model Group, whereas the improvement in the 2D Atlas Group (0.80 points; 7.6%) was not statistically significant (p > 0.05). The Hologram Group also had a slightly higher baseline mean score, and no direct between-group statistical comparisons were performed; the differences between groups should therefore be regarded as descriptive. In the perception survey, most respondents reported that the holographic display was engaging and made complex concepts easier to understand. These preliminary findings suggest that holographic visualization may be a useful supplementary tool in forensic anthropology and odontology education. Larger, multi-centre studies with direct between-group comparisons and delayed retention testing are needed to confirm these observations.