Assessing the Effectiveness of Teaching Anatomy with Virtual Reality

Abstract

When performing medical procedures, physicians must rely on their mental representations to understand complex internal structures that are not directly visible on the skin. In their training, this knowledge is acquired through the study of two-dimensional images. Currently, virtual reality (VR) is revolutionizing the teaching-learning process because it offers an experiential, low cost and easy to manage alternative for teaching anatomy. Especially if compared with performing cadaveric practices. The objective of the study was to assess the effectiveness of virtual reality for teaching anatomy. The design was quantitative and quasi-experimental. Three groups were defined for analysis: the self-directed practice of VR, an instructor lead practice of VR, and the control, no VR. The sample consisted of 120 medical students in their second year of the program. A descriptive research scope was defined. The results indicate that VR had a positive impact on learning of the spatial location of anatomical structures. The students found innovation motivating and engaging. It is necessary that medical educators establish and consolidate standards for the implementation and assessment of VR, in order to guarantee an educational experience that guarantees the achievement of learning objectives of trainees.