Department of Otolaryngology, Icahn School of Medicine at Mount Sinai, New York, NY.
Department of Otolaryngology, Mount Sinai Beth Israel, New York, NY.
Int Forum Allergy Rhinol. 2017 Oct;7(10):1006-1013. doi: 10.1002/alr.21986. Epub 2017 Jul 18.
Three-dimensional (3D) computer modeling and interactive virtual reality (VR) simulation are validated teaching techniques used throughout medical disciplines. Little objective data exists supporting its use in teaching clinical anatomy. Learner motivation is thought to limit the rate of utilization of such novel technologies. The purpose of this study is to evaluate the effectiveness, satisfaction, and motivation associated with immersive VR simulation in teaching medical students neuroanatomy.
Images of normal cerebral anatomy were reconstructed from human Digital Imaging and Communications in Medicine (DICOM) computed tomography (CT) imaging and magnetic resonance imaging (MRI) into 3D VR formats compatible with the Oculus Rift VR System, a head-mounted display with tracking capabilities allowing for an immersive VR experience. The ventricular system and cerebral vasculature were highlighted and labeled to create a focused interactive model. We conducted a randomized controlled study with 66 medical students (33 in both the control and experimental groups). Pertinent neuroanatomical structures were studied using either online textbooks or the VR interactive model, respectively. We then evaluated the students' anatomy knowledge, educational experience, and motivation (using the Instructional Materials Motivation Survey [IMMS], a previously validated assessment).
There was no significant difference in anatomy knowledge between the 2 groups on preintervention, postintervention, or retention quizzes. The VR group found the learning experience to be significantly more engaging, enjoyable, and useful (all p < 0.01) and scored significantly higher on the motivation assessment (p < 0.01).
Immersive VR educational tools awarded a more positive learner experience and enhanced student motivation. However, the technology was equally as effective as the traditional text books in teaching neuroanatomy.
三维（3D）计算机建模和交互式虚拟现实（VR）模拟是经过验证的教学技术，广泛应用于医学领域。虽然在教学临床解剖学方面有一些支持使用这些技术的客观数据，但由于学习者的积极性有限，这些新技术的利用率仍然较低。本研究旨在评估沉浸式 VR 模拟在教授医学生神经解剖学方面的有效性、满意度和激励作用。
将正常脑解剖结构的图像从人类数字成像和通信医学（DICOM）计算机断层扫描（CT）成像和磁共振成像（MRI）重建为与 Oculus Rift VR 系统兼容的 3D VR 格式，该系统具有跟踪功能的头戴式显示器，可提供沉浸式 VR 体验。突出显示并标记脑室系统和脑血管结构，以创建一个重点交互模型。我们进行了一项随机对照研究，共有 66 名医学生（对照组和实验组各 33 名）参与。分别使用在线教科书或 VR 交互式模型研究相关神经解剖结构。然后，我们使用先前经过验证的评估工具——教学材料动机调查（Instructional Materials Motivation Survey，IMMS）评估学生的解剖学知识、教育体验和动机。
在干预前、干预后和保留测验中，两组学生的解剖学知识均无显著差异。VR 组认为学习体验更具吸引力、更愉快、更有用（均 p < 0.01），并且在动机评估中得分显著更高（p < 0.01）。
沉浸式 VR 教育工具提供了更积极的学习体验，并增强了学生的学习动机。然而，该技术在教授神经解剖学方面与传统教科书同样有效。
