Mixed reality as a time-efficient alternative to cadaveric dissection

Abstract

Objectives: The extent of medical knowledge increases yearly, but the time available for students to learn is limited, leading to administrative pressures to revise and reconfigure medical school curricula. The goal of the present study is to determine whether the mixed reality platform HoloAnatomy represents an effective and time-efficient modality to learn anatomy when compared to traditional cadaveric dissection.

Methods: This was a prospective, longitudinal study of medical students completing a musculoskeletal anatomy course at Case Western Reserve University School of Medicine. Participants were divided into two groups based on learning platform (HoloAnatomy versus traditional cadaveric dissection) and content area (upper limb versus lower limb anatomy). Time spent in lab and end of course practical exam scores were compared between groups.

Results: The average study time of 48 medical students who completed study requirements was 4.564 h using HoloAnatomy and 7.318 h in the cadaver lab (p = 0.001). No significant difference was found between exam scores for HoloAnatomy and cadaver learners (p = 0.185).

Conclusions: Our results indicate that HoloAnatomy may decrease the time necessary for anatomy didactics without sacrificing student understanding of the material.

Keywords:

• Medical education research
• anatomy
• education environment
• teaching & learning

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Glossary

Mixed reality (MR): uses transparent holographic projectors to display 3D content in the physical world. This facilitates a dynamic 3D learning environment with a focus on small group learning as both student and teacher can be present in the same space.

Additional information

Notes on contributors

Jeremy S. Ruthberg

Jeremy S. Ruthberg, BA, is a medical student and anatomy teaching assistant at Case Western Reserve University School of Medicine in Cleveland, Ohio.

Galen Tingle

Galen Tingle, BBA, is a senior 3D artist at the Interactive Commons at Case Western Reserve University.

Lisa Tan

Lisa Tan, BFA, is a 3D artist and animator at the Interactive Commons at Case Western Reserve University.

Lauren Ulrey

Lauren Ulrey, BFA, is a 3D artist at the Interactive Commons at Case Western Reserve University.

Sue Simonson-Shick

Sue Simonson-Shick, MS, is an instructional designer at the Interactive Commons and [U]Tech at Case Western Reserve University.

Rebecca Enterline

Rebecca Enterline, MS, is the teaching associate for the Department of Anatomy at Case Western Reserve University.

Henry Eastman

Henry Eastman, BS, is a senior visualization technology developer at the Interactive Commons at Case Western Reserve University.

Jeffrey Mlakar

Jeffrey Mlakar, BSE, is an assistant director of visualization at the Interactive Commons at Case Western Reserve University.

Robert Gotschall

Robert Gotschall, BA, is a senior visualization technology developer with the Interactive Commons at Case Western Reserve University.

Erin Henninger

Erin Henninger, MBA, is an executive director at the interactive commons at Case Western Reserve University.

Mark A. Griswold

Mark A. Griswold, PhD, is a professor in the department of radiology at Case Western Reserve University an elected fellow of the national academy of inventors. He serves as the faculty director at the Interactive Commons at Case Western Reserve University.

Susanne Wish-Baratz

Susanne Wish-Baratz, PhD, MBA, is an associate professor of anatomy at Case Western Reserve University School of Medicine. She is also director of HoloAnatomy at the Interactive Commons at Case Western Reserve University.