Sagol School of Neuroscience, Tel-Aviv University, Tel-Aviv, Israel.
Department of Neurosciences, School of Medicine, Case Western Reserve University, Cleveland, OH, USA.
Int J Med Educ. 2022 Apr 29;13:107-114. doi: 10.5116/ijme.6250.0af8.
To evaluate student impressions of learning anatomy with mixed-reality and compare long-term information retention of female breast anatomy between students who learned with a mixed-reality supplement and their classmates who dissected cadavers.
In Part 1, 38 first-year medical student volunteers, randomly divided into two groups, completed a mixed-reality module and cadaveric dissection on the female breast in a counterbalanced design. Participants also completed post-quizzes and surveys. Part 2 was a non-randomized controlled trial, 8-months after completing Part 1 and 6-months after a final exam on this content. The performance of twenty-two Part 1 participants and 129 of their classmates, who only dissected, was compared on a delayed post-quiz. Wilcoxon signed-rank test, Mann-Whitney U test, and 95% confidence intervals were used to analyze the data.
In Part 1, the Wilcoxon signed-rank test determined that participants expressed significantly more positive responses to mixed-reality and found mixed-reality easier for learning and teamwork. In Part 2, the Mann-Whitney U test found mixed-reality participants scored significantly higher on a delayed-post quiz than their classmates who only dissected (U = 928, p < .009).
This study suggests that medical students may prefer mixed-reality and that it may be an effective modality for learning breast anatomy while facilitating teamwork. Results also suggest that supplementing cadaveric dissection with mixed-reality may improve long-term retention for at least one anatomical topic. It is recommended that similar studies evaluate a larger sample and additional anatomical regions to determine the generalizability of these findings.
评估学生对混合现实学习解剖学的印象，并比较使用混合现实补充学习与解剖尸体的学生对女性乳房解剖结构的长期信息保留。
在第 1 部分中，38 名一年级医学生志愿者随机分为两组，以平衡设计的方式完成混合现实模块和女性乳房的尸体解剖。参与者还完成了测验和问卷调查。第 2 部分是一项非随机对照试验，在完成第 1 部分的 8 个月后和该内容的期末考试后 6 个月进行。比较了 22 名第 1 部分参与者和 129 名仅解剖的同学在延迟后测验中的表现。采用 Wilcoxon 符号秩检验、Mann-Whitney U 检验和 95%置信区间进行数据分析。
在第 1 部分中，Wilcoxon 符号秩检验确定参与者对混合现实的反应明显更为积极，并发现混合现实更有利于学习和团队合作。在第 2 部分中，Mann-Whitney U 检验发现，与仅解剖的同学相比，混合现实组的参与者在延迟后测验中的得分明显更高（U = 928，p <.009）。
本研究表明，医学生可能更喜欢混合现实，并且它可能是学习乳房解剖的有效方式，同时促进团队合作。结果还表明，在尸体解剖中补充混合现实可能会提高至少一个解剖学主题的长期保留率。建议类似的研究评估更大的样本和其他解剖区域，以确定这些发现的普遍性。
