This preprint is under consideration at BMC Medical Education. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
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Research Article
Behnam Rasouli
Allameh Tabataba'i University
Corresponding Author
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This work is licensed under a CC BY 4.0 License. Read Full License
Background: Students should become familiar with spatial relationships around anatomical structures, not just their appearance and function. This is a challenge in traditional classrooms where students use 2D images of books and descriptive articles as a reference. The aim of this study was to evaluate the effectiveness of VR training applied in anatomy training compared to conventional or 2D digital methods in the classroom.
Method: Our quasi-experimental method used pre-test and post-test to measure academic achievement and technology acceptance questionnaires. A total of 92 fourth-year medical students were from three classes. They were randomly divided into three groups: 1) Traditional education group and 2) Virtual Reality education group 3) E-learning group (based on Moodle). To examine learning performance, the measurement tools included pre-test and post-test of anatomy and technology acceptance questionnaire.
Result: The results showed that students who took anatomy courses in VR showed significantly higher academic achievement than those who taught through traditional methods. There was also a significant difference between E-learning and traditional groups and no significant difference was observed between E-learning and VR groups.
Conclusion: The present study provides empirical evidence for the use of VR in anatomy education. In addition, it explains how to create and implement a VR-based class for formal educational purposes.
Keywords
Virtual Reality, Teaching, Performance, Anatomy
Figure 1
No competing interests reported.
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This preprint is under consideration at BMC Medical Education. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research Article
Behnam Rasouli
Allameh Tabataba'i University
Corresponding Author
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Under Review
Version 1
Posted 21 Sep, 2021
No community comments so far
Editor invited
On 20 Sep, 2021
Submission checks complete
On 20 Sep, 2021
First submitted
On 12 Aug, 2021
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background: Students should become familiar with spatial relationships around anatomical structures, not just their appearance and function. This is a challenge in traditional classrooms where students use 2D images of books and descriptive articles as a reference. The aim of this study was to evaluate the effectiveness of VR training applied in anatomy training compared to conventional or 2D digital methods in the classroom.
Method: Our quasi-experimental method used pre-test and post-test to measure academic achievement and technology acceptance questionnaires. A total of 92 fourth-year medical students were from three classes. They were randomly divided into three groups: 1) Traditional education group and 2) Virtual Reality education group 3) E-learning group (based on Moodle). To examine learning performance, the measurement tools included pre-test and post-test of anatomy and technology acceptance questionnaire.
Result: The results showed that students who took anatomy courses in VR showed significantly higher academic achievement than those who taught through traditional methods. There was also a significant difference between E-learning and traditional groups and no significant difference was observed between E-learning and VR groups.
Conclusion: The present study provides empirical evidence for the use of VR in anatomy education. In addition, it explains how to create and implement a VR-based class for formal educational purposes.
Figure 1
No competing interests reported.
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