Randomised controlled trial: role of virtual interactive 3-dimensional models in anatomical and medical education

Abstract

Purpose: Virtual interactive 3-dimensional models (VI3DM) and immersive virtual reality are implemented in medical education and surgical training. VI3DM allow learners to view and interact with a virtual 3D object and help in conceptualising learning objectives that demand high cognitive and visuo-spatial skills. However, the effects of VI3DM in medical education are unknown. We aimed to determine whether VI3DM are helpful in conceptualising complex anatomical structures. Materials and methods: We included 5 specimens, which were assessed by 200 first-year medical students categorised into experimental (n = 100) and control (n = 100) groups using a systemic randomisation method after matching for age and sex. The experimental group was given VI3DM as interventional learning resources while the control group was given 2-dimensional photographs as conventional learning resources for self-directed learning for 30 minutes. Participants completed a questionnaire before and after the learning session to assess their knowledge related to external features, attachments, and relations of anatomical specimens. Results: The scores of the experimental group improved significantly in the post-test compared to those of the control group for all 5 specimens included in the study (p < 0.05, confidence interval = 95%, unpaired student’s t-test). Conclusions: VI3DM can help conceptualise external features, attachments, and relations of anatomical structures.

PRACTICING POINTS

• VI3DM allow interaction with and manipulation of 3D images of anatomical specimens on digital screens, web applications, mobile applications, and head mounted devices.

• Conceptualisation of anatomical structures requires processing of high cognitive and visuo-spatial information which can be eased by VI3DM.

• The anatomy can be visualised in high quality using digital 3D technology, which results in good perception of the third dimension and effectively increases the post-test score compared to the conventional method of learning, with higher engagement and satisfaction of the learners.

• Digital 3D models improve learners’ engagement and compliance, specifically when the presented digital 3D models are interactive.

Keywords:

• Medical education
• virtual interactive 3-D models
• virtual reality
• augmented reality

Acknowledgements

We are thankful to all senior anatomists who contributed to the learning resource development for the study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the All India Institute of Medical Sciences Rajkot under project code F-IM 01/2021