Anatomy Education, Augmented Reality
Conditions
Keywords
Anatomy teaching, Augmented reality, Magic leap
Brief summary
Cadaver use in anatomy education is undergoing several limitations in many universities, due to high costs, time constraints and supply difficulties. As alternatives to cadaver dissections, new teaching methods based on visual technologies, such as augmented reality (AR), are being implemented worldwide. Augmented reality (AR), based on virtual interactive 3-dimensional elements (holograms) overlaid in the real-world, represents a promising alternative to explore the human body. In this study, we will test the efficacy of AR as an alternative teaching method in anatomy education by comparing traditional learning methods based on 2-dimensional (2D) images, videos, and online learning programs with the novel AR learning module The primary endpoint will consist of the score in the final theoretical and practical knowledge tests, assessed at two timepoints: immediately after the study session and after 3 months. Secondary endpoints will include adverse health symptoms and user experience, assessed immediately after the study session.
Detailed description
Cadaver use in anatomy education is undergoing several limitations in many universities, due to high costs, time constraints and supply difficulties. As alternatives to cadaver dissections, new teaching methods based on visual technologies, such as augmented reality (AR), are being implemented worldwide. Augmented reality (AR), based on virtual interactive 3-dimensional elements (holograms) overlaid in the real-world, represents a promising alternative to explore the human body. In this study, we will test the efficacy of AR as an alternative teaching method in anatomy education. Our hypothesis is that learning with AR is more efficient than traditional learning methods. Preparation: We will prepare 2 fresh-frozen cadaveric specimens to allow visualization of anatomical structure of the shoulder and hips. The cadavers will be obtained from a human body donated for university teaching activities. Using a digital single-lens reflex camera, we will acquire several images. These images will be then converted into a 3D model by the ROCS team at Balgrist University Hospital and optimized for use with the Magic Leap AR headset. Procedure: Participants (approx. 300) will be randomly assigned to the AR or the traditional learning (TL) group. Each participant will learn one anatomy module with traditional learning methods, which will include books, access to websites, 3D videos, and online learning programs, and one module with the AR-based learning program. The two modules will be administered approximately 3 weeks apart. Group A: Shoulder anatomy with traditional learning methods and hips anatomy with AR based 3D program. Group B: Shoulder anatomy with AR based 3D program and hips anatomy with traditional learning methods. The primary endpoint will consist of the score in the final theoretical and practical anatomy tests, assessed at two timepoints: immediately after the study session and after 3 months. Secondary endpoints include adverse health symptoms, assessed with a Likert scale survey, and user experience, evaluated using an adapted NASA Task Load Index scale plus additional questions.
Interventions
OTHERlearning with augmented reality
Study presentation: participants will be given a 10-minute general introduction on the study followed by a 20 minutes tutorial to introduce the HoloLens 2 and the TEACHANATOMY learning platform. * Study session: The study session consists of three learning blocks of approximately 20 minutes each, plus a repetition block to assess the acquired knowledge. During the study session participants will be given no time constraints and free breaks. * Assessment test: Participants will be assessed with a 30 minutes knowledge assessment test at the end of the study and after three months. * Final questionnaire: At the end of the study session participants will be given a questionnaire to assess adverse health symptoms and user experience.
OTHERlearning with traditional methods
* Study presentation: participants will be given a 10-minute general introduction on the study followed by a presentation to introduce the study session. * Study session: The study session consists of the learning resources most used by students: specific sections from four different neuroanatomy books, access to two websites, two 3D videos, and two online learning programs. During the study session participants will be given no time constraints and free breaks. * Assessment test: Participants will be assessed with a 30 minutes knowledge assessment test at the end of the study and after three months. * Final questionnaire: At the end of the study session participants will be given a questionnaire to assess adverse health symptoms and user experience
Sponsors
ETH Zurich
Balgrist University Hospital
Study design
Allocation
RANDOMIZED
Intervention model
CROSSOVER
Primary purpose
OTHER
Masking
SINGLE (Outcomes Assessor)
Masking description
outcomes (knowledge test, adverse health symptoms and user experience) will be assessed blindly
Eligibility
Sex/Gender
ALL
Age
18 Years to 25 Years
Healthy volunteers
Yes
Inclusion criteria
* Medical students attending the 1st or 2nd year of undergraduate medical education * Must not have prior anatomical education
Exclusion criteria
* Epilepsy * Binocular vision disorder such as strabismus * Current head and/or neck injuries * Inflammation of the scalp and/or eye * Amputations or partial amputations of the hands
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| knowledge test | immediately after the study session, day 1, and after three months | The primary outcome will consist of the score in the final theoretical and practical tests. The theoretical test consists of single and multiple-choice questions in which participants will be required to recognize and name the different anatomical structures of the hips or shoulder and their function. In the practical part, participants will be required to mark specific anatomical structures in a 3D-printed anatomical skull model. The duration of the test will be of approximately 30 minutes. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| adverse health symptoms | Immediately after the knowledge test, Day 1 | Secondary outcomes will include adverse health symptoms, evaluated with a questionnaire to assess presence and severity of general symptoms (General discomfort, Fatigue, Headache, Dizziness, Nausea, Concentration problems, Disorientation, Neck stiffness/neck pain, No symptoms) and eye-related symptoms (Blurred vision, Difficulty focusing, Double-vision, Dry eyes No symptoms). Presence and severity of symptoms will be rated on a Likert scale from 1 (almost imperceptible) to 10 (extreme). |
| User experience | Immediately after the Adverse health symptoms, Day 1 | User experience will be assessed using an adapted NASA Task Load Index (5 questions, range, 1-10, with lower scores indicating lower cognitive workload) plus additional 10-point Likert scale and open-ended questions in which participants will be asked to rank their comfort with the material and hardware and the teaching effectiveness of the software or of the traditional learning methods to learn anatomy |
Contacts
Primary ContactLukas Zingg, MD
Backup ContactPhilipp Fürnstahl, Prof.
Outcome results
None listed