Application of immersive interaction and 3D visualization technologies in the anatomy curriculum: A network meta-analysis DOI

Menglu Zhao,

Xiaohong Lu, Lili Wei

et al.

Published: April 10, 2025

Abstract Introduction Compared with conventional teaching methods, immersive interaction and 3D visualization technologies promote a better understanding of the anatomy, as they allow steric view structures from various angles. This study aimed to assess efficacy technological interventions in enhancing anatomical performance medical students identifying their key attributes. Methods Relevant randomized controlled trials (RCTs) were systematically searched multiple databases. RCTs comparing anatomy selected. Reviewers independently conducted screening data extraction. The risk bias was assessed. Network meta-analysis synthesizes enable indirect technology comparisons. Anatomy test score differences confidence intervals calculated. Heterogeneity publication examined. Results A total 30 involving 1,705 published between 2006 2023 identified. utilized interactive technologies, including virtual reality (18 trials), augmented (8 (3 trials) mixed (1 trial). control groups involved traditional methods such textbooks 2D images. participants included across different years well some residents physical therapy students. sample sizes ranged 12--146. demonstrated that (MD=9.37, 95% CI 4.40--14.24) (MD=7.77, 0.30--15.09) led significantly higher scores than did conditions did, whereas (MD=6.59, -4.94--18.90) (4.67, -15.28--24.56) not. There significant heterogeneity studies (I2=86.1%, P<0.0001), but no evidence detected on basis visual inspection funnel plots. Conclusion revealed do not improve learning outcomes compared for Although small positive effects observed, substantial analysed trials. Specific systems, simulation sickness, assessments, learner factors may impact efficacy. Further research should clarify simulation’s role curricula, validate applications practices, develop spatial ability evaluations, determine moderators. Clinical trial number: Not applicable

Language: Английский

The Effectiveness of VR Human Anatomy Simulation Training for Undergraduate Medical Students in Tunisia DOI

Sana Ben Hammouda,

Maher Maoua,

Majed Bouchahma

et al.

Research Square (Research Square), Journal Year: 2025, Volume and Issue: unknown

Published: April 7, 2025

Abstract This study assessed the effectiveness of a VR human anatomy simulation training program for undergraduate medical students in Tunisia. Pre- and post-training questionnaires evaluated platform's accuracy, realism, navigation ease, engagement, memorization, impact on reducing exam anxiety. Surveys were completed by 179 from Ibn Al-Jazzar Medical University. The concluded that enhances education is recommended as supplementary tool to traditional learning methods.

Language: Английский

Citations

0
Application of immersive interaction and 3D visualization technologies in the anatomy curriculum: A network meta-analysis DOI

Menglu Zhao,

Xiaohong Lu, Lili Wei

et al.

Published: April 10, 2025

Abstract Introduction Compared with conventional teaching methods, immersive interaction and 3D visualization technologies promote a better understanding of the anatomy, as they allow steric view structures from various angles. This study aimed to assess efficacy technological interventions in enhancing anatomical performance medical students identifying their key attributes. Methods Relevant randomized controlled trials (RCTs) were systematically searched multiple databases. RCTs comparing anatomy selected. Reviewers independently conducted screening data extraction. The risk bias was assessed. Network meta-analysis synthesizes enable indirect technology comparisons. Anatomy test score differences confidence intervals calculated. Heterogeneity publication examined. Results A total 30 involving 1,705 published between 2006 2023 identified. utilized interactive technologies, including virtual reality (18 trials), augmented (8 (3 trials) mixed (1 trial). control groups involved traditional methods such textbooks 2D images. participants included across different years well some residents physical therapy students. sample sizes ranged 12--146. demonstrated that (MD=9.37, 95% CI 4.40--14.24) (MD=7.77, 0.30--15.09) led significantly higher scores than did conditions did, whereas (MD=6.59, -4.94--18.90) (4.67, -15.28--24.56) not. There significant heterogeneity studies (I2=86.1%, P<0.0001), but no evidence detected on basis visual inspection funnel plots. Conclusion revealed do not improve learning outcomes compared for Although small positive effects observed, substantial analysed trials. Specific systems, simulation sickness, assessments, learner factors may impact efficacy. Further research should clarify simulation’s role curricula, validate applications practices, develop spatial ability evaluations, determine moderators. Clinical trial number: Not applicable

Language: Английский

Citations

0