Development of a Virtual Three-Dimensional Assessment Scenario for Anatomical Education

Abstract

In anatomical education three-dimensional (3D) visualization technology allows for active and stereoscopic exploration of anatomy and can easily be adopted into medical curricula along with traditional 3D teaching methods. However, most often knowledge is still assessed with two-dimensional (2D) paper-and-pencil tests. To address the growing misalignment between learning and assessment, this viewpoint commentary highlights the development of a virtual 3D assessment scenario and perspectives from students and teachers on the use of this assessment tool: a 10-minute session of anatomical knowledge assessment with real-time interaction between assessor and examinee, both wearing a HoloLens and sharing the same stereoscopic 3D augmented reality model. Additionally, recommendations for future directions, including implementation, validation, logistic challenges, and cost-effectiveness, are provided. Continued collaboration between developers, researchers, teachers, and students is critical to advancing these processes.

Keywords: augmented reality; formative assessment; gross anatomy education; stereoscopic three-dimensional visualization technology; summative assessment; undergraduate education; virtual reality.

Figure 1

Schematic representation of the design‐based research approach. Multiple iterative cycles of design, implementation, evaluation, and redesign took place to finalize the virtual three‐dimensional (3D) assessment. The three lines (red, yellow, and blue) represent the development trajectory of the anatomy test, augmented reality application, and 3D assessment scenario. All three components were designed, implemented, and evaluated simultaneously.

Figure 2

A screenshot of augmented reality (AR) application from the user's point of view before the official start of the assessment.

Figure 3

Schematic representation of the assessment scenario. Three individuals wearing HoloLenses were participating in the assessment. The assessor and examinee (black) both shared a stereoscopic view (double dashed line) of the holographic three‐dimensional (3D) model of the lower leg including user interface. A passive observer (gray), also wearing a HoloLens, shared the same view but monoscopically (single dashed line) and recorded the session on video. All devices were synchronized through a local Wi‐Fi network, and all devices stored a logfile with timed registrations of operations and confirmed answers.

Figure 4

Schematic map of themes and subthemes from thematic analysis of participants' feedback on the novel three‐dimensional (3D) anatomy assessment.