Augmented reality for teaching anatomy

Abstract

Successive waves of the coronavirus (COVID-19) pandemic lockdowns resulted in significant reduction in face-to-face teaching, with an adverse effect especially on sectors requiring direct skill acquisition. Despite the fact that augmented reality (AR) presents an equitable, cost-effective solution which reduces crowding in the confined spaces of the dissection theater, the benefits of AR-supported undergraduate medical education have been poorly investigated. We conducted a validated survey to explore the value of AR in the dissection theater and assess its impact from the learner's perspective. Further to a validated pilot (n = 30), a larger scale study (n = 130) was conducted to assess the introduction of AR across three different learning domains: retaining anatomy detail, perception of spatial anatomical relations, and speed of learning. A response rate of 85.4% was reported. Our results suggest that the use of AR technology leads to a significant enhancement of spatial relations, faster detailed material assimilation and assistance in understanding of key concepts. In addition, most participants opt to recommend AR as a valuable tool in the learning process. In view of the proposed added value of AR technology in various teaching aspects, we recommend that AR should be introduced as a standard practice in both pre- and postgraduate medical curricula and suggest further research regarding the use of this technology.

Keywords: COVID-19; augmented reality; medical education; pandemic; undergraduate education.