JMIR Publications

ABSTRACT

Background:

The transition from high school to medical school can be challenging to pre-medical students, since it demands adjustment to new academic environments, new learning processes, and new courses. Studying anatomy using textbooks, 2D static materials and anatomical models frequently causes difficulties in understanding the complex human body. Since access to dissected cadavers is limited in many pre-medical programs, researchers are concerned with exploring novel approaches in anatomy learning. This research recommends employing augmented reality (AR), a transformative learning innovation, to assist anatomy learning.

Objective:

This cross-sectional study was conducted to determine whether AR may enhance pre-medical students' overall anatomy learning experience.

Methods:

An AR application was introduced to 284 pre-medical students during anatomy classes. Participants were divided into groups of four, and a volunteer from each group donned a garment that displayed dynamic anatomical visuals when scanned with a smartphone or a tablet. Participants then evaluated their anatomy learning experience using a survey questionnaire after using the AR application for one hour.

Results:

On a five-point Likert scale, the overall mean score of the evaluation was 4.57 (±0.62), which was deemed high. The interactive function domain received the highest rating, with a score of 4.61 (±0.63), while the teaching material domain received the lowest score of 4.53 (±0.69).

Conclusions:

Besides enhancing interest and providing interactive learning experience, AR improves visualization and comprehension of anatomical structures, significantly facilitating anatomy learning among pre-medical students.