364 Virtual Reality vs Screen-Based 3D Anatomy: A Randomised Controlled Trial in Gastrointestinal Anatomy Education

Résumé fourni par la source

Abstract Aim Three-dimensional (3D) anatomy resources are increasingly used to support spatial understanding in anatomy education. Virtual Reality (VR) offers enhanced immersion, but its added value over screen-based 3D anatomy remains uncertain. This study compared VR and non-VR platforms on their impact on anatomy knowledge, confidence, and visualisation ability. Method A randomised controlled trial was conducted. All participants received a 10-minute didactic lecture on lower gastrointestinal (GI) anatomy, then explored the GI tract using either a VR headset or a comparable 3D non-VR laptop platform. Both groups followed an identical checklist of anatomical structures. Participants completed pre- and post-workshop 10-item anatomy quizzes and 5-point Likert-scale measures assessing confidence and 3D visualisation ability. Mann–Whitney U test analysed between-group differences, and Wilcoxon signed rank test assessed within-group changes. Results Twenty-two medical students were included. Both VR and non-VR groups showed significant improvement in anatomy quiz scores (VR: 1.09 ± 1.38, non-VR: 1.27 ± 1.62) following the workshop (both p = 0.03), with no difference in change scores between groups (p = 0.812). The VR group showed a significant increase in confidence in their anatomy knowledge (0.82 ± 0.98, p = 0.02), whereas the non-VR group showed a non-significant improvement (1.00 ± 1.00, p = 0.05). Between-group analyses revealed no significant differences across confidence domains (all p > 0.4). VR participants reported significantly higher mental immersion than non-VR learners (p = 0.019). Conclusions Both VR and non-VR 3D anatomy tools enhanced anatomy knowledge, but VR provided greater subjective immersion without measurable additional gains in confidence or test performance.

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