Exploring student perceptions on virtual reality in anatomy education: insights on enjoyment, effectiveness, and preferences

Abstract

Abstract Background The dynamic landscape of medical education demands innovative teaching methods. This study introduces virtual reality (VR) technology to anatomy courses at Qatar University, aiming to assess students’ receptiveness to virtual anatomy dissection and its potential transformative impact. Methods The study utilized a comprehensive survey and the 3D-Organon VR anatomy software to explore students’ perceptions and acceptance of VR in comparison with traditional anatomy learning tools during practical sessions. Fisher’s exact test for independence was performed to gauge shifts in students’ attitudes and preferences towards different educational modalities. Results The findings reveal a generally positive reception towards VR, with many students indicating a preference for VR over traditional methods. The study noted significant improvements in understanding and memorization attributed to the use of VR. Exposure to a variety of educational modalities led to notable shifts in student perceptions, particularly an increase in positive perceptions regarding the understanding of anatomy lectures and a heightened preference for VR as a learning method. Conclusions The study underscores the evolving and adaptable attitudes of students towards VR, emphasizing the significant role that diverse learning experiences play in shaping their receptiveness. It provides valuable insights into how medical education can be reshaped through a blended approach that integrates technological innovation with traditional learning methods. These findings advocate for the strategic incorporation of VR in anatomy courses to enhance learning outcomes.

Keywords

• Virtual reality
• Anatomy education
• Medical education
• Student perceptions
• Blended learning