Comparing learning retention in medical students using mixed-reality to supplement dissection: a preliminary study

被引:9
作者
Baratz, Guy [1 ]
Sridharan, Preethy S. [2 ]
Yong, Valeda [3 ]
Tatsuoka, Curtis [4 ]
Griswold, Mark A. [5 ]
Wish-Baratz, Susanne [6 ]
机构
[1] Tel Aviv Univ, Sagol Sch Neurosci, Tel Aviv, Israel
[2] Case Western Reserve Univ, Sch Med, Dept Neurosci, Cleveland, OH 44106 USA
[3] Temple Univ Hosp & Med Sch, Dept Surg, Philadelphia, PA 19140 USA
[4] Case Western Reserve Univ, Sch Med, Dept Populat & Quantitat Hlth Sci, Cleveland, OH USA
[5] Case Western Reserve Univ, Dept Radiol, Interact Commons, Cleveland, OH USA
[6] Case Western Reserve Univ, Sch Med, Dept Anat, HoloAnat, Cleveland, OH USA
来源
INTERNATIONAL JOURNAL OF MEDICAL EDUCATION | 2022年 / 13卷
关键词
Mixed-Reality; medical education; anatomy education; knowledge retention; ANATOMICAL SCIENCES; AUGMENTED REALITY; KNOWLEDGE RETENTION; EDUCATION; GAIN;
D O I
10.5116/ijme.6250.0af8
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Objectives: To evaluate student impressions of learning anatomy with mixed-reality and compare long-term information retention of female breast anatomy between students who learned with a mixed-reality supplement and their classmates who dissected cadavers. Methods: In Part 1, 38 first-year medical student volunteers, randomly divided into two groups, completed a mixed-reality module and cadaveric dissection on the female breast in a counterbalanced design. Participants also completed postquizzes and surveys. Part 2 was a non-randomized controlled trial, 8-months after completing Part 1 and 6-months after a final exam on this content. The performance of twenty-two Part 1 participants and 129 of their classmates, who only dissected, was compared on a delayed post-quiz. Wilcoxon signed-rank test, Mann-Whitney U test, and 95% confidence intervals were used to analyze the data. Results: In Part 1, the Wilcoxon signed-rank test determined that participants expressed significantly more positive responses to mixed-reality and found mixed-reality easier for learning and teamwork. In Part 2, the Mann-Whitney U test found mixed-reality participants scored significantly higher on a delayed-post quiz than their classmates who only dissected (U = 928, p < .009). Conclusions: This study suggests that medical students may prefer mixed-reality and that it may be an effective modality for learning breast anatomy while facilitating teamwork. Results also suggest that supplementing cadaveric dissection with mixed-reality may improve long-term retention for at least one anatomical topic. It is recommended that similar studies evaluate a larger sample and additional anatomical regions to determine the generalizability of these findings.
引用
收藏
页码:107 / 114
页数:8
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