scholarly journals Veterinary anatomy teaching from real to virtual reality: An unprecedented shift during COVID‐19 in socially distant era

2022 ◽  
Author(s):  
Kritima Kapoor ◽  
Amandeep Singh
Keyword(s):  
Virtual Reality ◽  
Anatomy Teaching

The effectiveness of virtual reality-based technology on anatomy teaching: a meta-analysis of randomized controlled studies

2020 ◽  
Author(s):  
jingjie zhao ◽  
xinliang xu ◽  
Hualin Jiang ◽  
yi ding
Keyword(s):  
Virtual Reality ◽  
Meta Analysis ◽  
Mean Difference ◽  
Randomized Controlled ◽  
Randomized Controlled Studies ◽  
Subgroup Analyses ◽  
Degree Of Satisfaction ◽  
Meta Regression ◽  
Standardized Mean Difference ◽  
Anatomy Teaching

Abstract Virtual reality (VR) is an innovation that permits the individual to discover and operate three-dimensional (3D) environment to gain practical understanding instantly. Recently, VR has been advanced as an encouraging tool in the course of clinical college. This research aimed to examine the general efficiency of VR for teaching medical anatomy. We executed a meta-analysis of randomized regulated studies of the performance of VR anatomy education. We browsed 5 databases from the year 1990 to 2019. Ultimately, 15 randomized controlled trials with a teaching outcome measure analysis were included. Tow authors separately chosen studies, extracted information, and examined the risk of bias. The primary outcomes were examination scores of the students. Secondary outcomes were the degree of satisfaction of the students. Random-effects models were used for the pooled evaluations. Standardized mean difference (SMD) was applied to assess the systematic results. The heterogeneity was determined by I2 statistics, and then was investigated by meta-regression and subgroup analyses. In this review, we screened and included fifteen randomized controlled researches (816 students). The pooled analysis of primary outcomes showed that VR improves test scores comparing with other approaches (standardized mean difference [SMD]= 0.53; 95% CI 0.09–0.97; I2= 87.8%). The high homogeneity indicated that the studies were different from each other. Therefore, we carried out meta-regression as well as subgroup analyses using 7 variables (year, country, learners, course, intervention, comparator, and duration). We found that VR improves postintervention test score of anatomy comparing with other types of teaching methods. Although the findings have high internal validity and limited, because of that anatomy teaching in medical universities appears to becoming a dilemma, VR may act as an efficient way to improve the learners’ level of anatomy knowledge. Future research should assess other factors like degree of satisfaction, cost-effectiveness, and adverse reactions when evaluating the teaching effectiveness of VR in anatomy.

scholarly journals Augmented Reality, Virtual Reality and Mixed Reality in Medical Education: A Comparative Web of Science Scoping Review

2019 ◽  
Author(s):  
Muhammad Fadzil Bin Kamarudin ◽  
Nabil Zary
Keyword(s):  
Medical Education ◽  
Virtual Reality ◽  
Augmented Reality ◽  
Surgical Training ◽  
Web Of Science ◽  
Mixed Reality ◽  
Final Analysis ◽  
Research Trends ◽  
Exclusion Criteria ◽  
Anatomy Teaching

Background: Since the advent of virtual reality (VR), it has been used in medical education for surgical training and anatomy teaching. Recently, other modalities of extended reality (XR) such as augmented reality (AR) and mixed reality (MR) has also made its way into medical education. Although there has been research validating XR’s use in medical education, there have been few studies on the research trends of the different XR modalities. The paper aims to compare the research trends of the XR modalities in general and in terms of the medical fields studied and outcomes measured. Methods: Web of Science was searched, and preliminary data was extracted to analyze the general trend. Inclusion and exclusion criteria were then applied, and finalized articles were analyzed and grouped based on the medical field studied and outcomes measured. Results: 31 articles on VR, eight on AR and one on MR were included in the final analysis. We found that there is increasing research in VR since 1990 and AR since 2008. The research in MR is constant. Most of the papers on VR studied endoscopic surgery and anatomy whereas AR studied mostly anatomy and endovascular procedures. Using Miller’s prism of clinical competence, the competency measured most for VR and AR is “show”. Discussion and conclusion: Advancement in computing, communication and display technologies since 1990 may contribute to the increase in research on VR whereas the ubiquity of smartphone since 2008 may explain the increase in research on AR. Although both VR and AR are used in surgical training and anatomy teaching, we found possible strengths of VR in counseling and AR in practical skills. The competency "show" was measured most as most of the papers were on surgery, and the XR simulators used can capture surgical parameters

VeLight: A 3D virtual reality tool for CT-based anatomy teaching and training

2021 ◽  
Author(s):  
Lingyun Yu ◽  
Joost Ouwerling ◽  
Pjotr Svetachov ◽  
Frans h. j. van Hoesel ◽  
Peter M. A. van Ooijen ◽  
...  
Keyword(s):  
Virtual Reality ◽  
And Training ◽  
Anatomy Teaching
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