Chair for Computer Aided Medical Procedures and Augmented Reality, Faculty of Informatics, Technical University of Munich, Munich, Germany.
Chair for Vegetative Anatomy, Faculty of Medicine, Ludwig-Maximilians University, Munich, Germany.
Anat Sci Educ. 2019 Nov;12(6):585-598. doi: 10.1002/ase.1864. Epub 2019 Feb 19.
Early exposure to radiological cross-section images during introductory anatomy and dissection courses increases students' understanding of both anatomy and radiology. Novel technologies such as augmented reality (AR) offer unique advantages for an interactive and hands-on integration with the student at the center of the learning experience. In this article, the benefits of a previously proposed AR Magic Mirror system are compared to the Anatomage, a virtual dissection table as a system for combined anatomy and radiology teaching during a two-semester gross anatomy course with 749 first-year medical students, as well as a follow-up elective course with 72 students. During the former, students worked with both systems in dedicated tutorial sessions which accompanied the anatomy lectures and provided survey-based feedback. In the elective course, participants were assigned to three groups and underwent a self-directed learning session using either Anatomage, Magic Mirror, or traditional radiology atlases. A pre- and posttest design with multiple choice questions revealed significant improvements in test scores between the two tests for both the Magic Mirror and the group using radiology atlases, while no significant differences in test scores were recorded for the Anatomage group. Furthermore, especially students with low mental rotation test (MRT) scores benefited from the Magic Mirror and Anatomage and achieved significantly higher posttest scores compared to students with a low MRT score in the theory group. Overall, the results provide supporting evidence that the Magic Mirror system achieves comparable results in terms of learning outcome to established anatomy learning tools such as Anatomage and radiology atlases.
早期在解剖学入门课程中接触放射学横截面图像可以提高学生对解剖学和放射学的理解。增强现实 (AR) 等新技术为互动式学习体验提供了独特的优势，学生可以成为学习体验的中心。本文将之前提出的 AR 魔镜系统的优点与解剖学虚拟解剖台（Anatomage）进行了比较，这两种系统都用于一个为期两个学期的大体解剖课程中，该课程有 749 名一年级医学生，以及一个有 72 名学生参加的后续选修课程。在前一个课程中，学生在专门的辅导课程中使用这两个系统，这些课程与解剖学讲座同时进行，并提供基于调查的反馈。在选修课程中，参与者被分为三组，使用解剖学虚拟解剖台、AR 魔镜或传统放射学图谱进行自主学习。采用多项选择题的前测和后测设计发现，对于 AR 魔镜和使用放射学图谱的小组，两个测试的测试分数都有显著提高，而解剖学虚拟解剖台小组的测试分数没有显著差异。此外，特别是在心理旋转测试 (MRT) 分数较低的学生，从 AR 魔镜和解剖学虚拟解剖台中受益最多，与理论组中 MRT 分数较低的学生相比，他们的后测分数显著提高。总的来说，结果提供了支持性证据，表明 AR 魔镜系统在学习成果方面与解剖学学习工具（如解剖学虚拟解剖台和放射学图谱）相当。
