Objective: Anatomy is delivered through traditional cadaver-based pedagogy. This is a resource intensive learning experience and, in an increasingly crowded curriculum, has been challenging to maintain to the same extent as in the past. Alternative learning models to allow students flexible access is therefore potentially attractive. Advancement in technology especially mixed reality (MR), proffers self-guided learning environment, which is immersive and interactive. A successful pilot project instigated this work which reports the effectiveness of MR in a small group of medical students.
Methods: Twelve (n=12) medical students participated in a 90-minute MR session. 75% completed a short survey and provided feedback which helped determine efficacy of this teaching model. The MR platform was delivered using Microsoft HoloLens. Two participants reported discomfort and dizziness however this did not desist them from using the headset.
Results: 88% percent reported that MR would be indispensable tool to augment anatomy learning. They found MR to be a more compelling form of learning compared to current resources. Thirty eight percent believed MR would immensely benefit learners if introduced earlier in the program allowing them to fill the gaps in their learning. Fifty percent indicated a keen interest in participating in a large-scale project. Success of this work and positive feedback indicates great interest in using this technology because it is engaging, interactive and personalised. Although the group was small the results are consistent with our earlier projects and literature.
Conclusion: This project furthers an understanding of MR in teaching anatomy due to its unique capabilities. By leveraging the strengths of MR, anatomy education can be enhanced, offering students a more immersive and interactive learning experience that promotes a deeper understanding of the human body.
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