Dissecting human anatomy learning process through anatomical education with augmented reality: AEducAR 2.0, an updated interdisciplinary study

Author:

Neri Irene1ORCID,Cercenelli Laura2ORCID,Marcuccio Massimo3,Lodi Simone1,Koufi Foteini‐Dionysia1,Fazio Antonietta1,Marvi Maria Vittoria1,Marcelli Emanuela2,Billi Anna Maria1,Ruggeri Alessandra1,Tarsitano Achille45,Manzoli Lucia1,Badiali Giovanni45ORCID,Ratti Stefano1ORCID

Affiliation:

1. Cellular Signalling Laboratory, Anatomy Center, Department of Biomedical and Neuromotor Sciences (DIBINEM) University of Bologna Bologna Italy

2. eDIMES Lab‐Laboratory of Bioengineering, Department of Medical and Surgical Sciences (DIMEC) University of Bologna Bologna Italy

3. Department of Educational Science “Giovanni Maria Bertin” University of Bologna Bologna Italy

4. Department of Biomedical and Neuromotor Sciences (DIBINEM) University of Bologna Bologna Italy

5. Department of Maxillo‐Facial Surgery IRCCS Azienda Ospedaliero‐Universitaria di Bologna Bologna Italy

Abstract

AbstractAnatomical education is pivotal for medical students, and innovative technologies like augmented reality (AR) are transforming the field. This study aimed to enhance the interactive features of the AEducAR prototype, an AR tool developed by the University of Bologna, and explore its impact on human anatomy learning process in 130 second‐year medical students at the International School of Medicine and Surgery of the University of Bologna. An interdisciplinary team of anatomists, maxillofacial surgeons, biomedical engineers, and educational scientists collaborated to ensure a comprehensive understanding of the study's objectives. Students used the updated version of AEducAR, named AEducAR 2.0, to study three anatomical topics, specifically the orbit zone, facial bones, and mimic muscles. AEducAR 2.0 offered two learning activities: one explorative and one interactive. Following each activity, students took a test to assess learning outcomes. Students also completed an anonymous questionnaire to provide background information and offer their perceptions of the activity. Additionally, 10 students participated in interviews for further insights. The results demonstrated that AEducAR 2.0 effectively facilitated learning and students' engagement. Students totalized high scores in both quizzes and declared to have appreciated the interactive features that were implemented. Moreover, interviews shed light on the interesting topic of blended learning. In particular, the present study suggests that incorporating AR into medical education alongside traditional methods might prove advantageous for students' academic and future professional endeavors. In this light, this study contributes to the growing research emphasizing the potential role of AR in shaping the future of medical education.

Publisher

Wiley

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