Virtual reality experiences in medical education: A systematic literature review

Jacob Lahti^1,2, Kartik Akkihal³, Randall Ordovich-Clarkson¹, Kelli Kosako Yost^2,4,5, Thomas C Varkey^2,4,5,6

Keywords: Anatomy education, Learning tools, Medical school, Virtual reality

DOI: 10.32677/yjm.v2i2.4070

DOI URL: https://doi.org/10.32677/yjm.v2i2.4070

Publish Date: 28-09-2023

Pages: 68 - 74

Views: 2

Downloads: 3

Author Affiliation:

¹The College of Science, Engineering, and Technology, Grand Canyon University, 
²Banner Health, Phoenix, 
³Center for Health Equity Research, Northern Arizona University, Flagstaff, 
⁴Department of Neurology, The College of Medicine, University of Arizona, 
⁵Banner University Medical Center - Phoenix, 
⁶The Colangelo College of Business, Grand Canyon University, Phoenix, Arizona

Abstract

background: Some studies suggested that teaching anatomy with a virtual reality simulator would greatly enhance medical education. The purpose of this work is to analyze the available literature to determine the effectiveness of virtual reality as a learning tool for anatomy teaching in medical schools. Materials and Methods: This literature review was completed in accordance with PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines on 7.9.2022. The three databases that were utilized were Google Scholar, Cochrane, and PubMed. After performing the search utilizing the listed guidelines, two independent researchers shared and debated their individual lists, ultimately combining them and applying further exclusion criteria. This resulted in two remaining articles which addressed the research question. Results: One of the most notable findings in both articles is that students who utilized virtual reality in their anatomy learning demonstrated improvement in their understanding of structure locations and spatial relationships. Additionally, student’s ability to read and understand diagnostic imaging markedly improved for images presented both on exams and in face-to-face settings following virtual reality-based learning interventions. Virtual reality technology also increased interest in anatomy when utilized in the anatomy classroom, though this interest was limited to the anatomic region(s) in which the virtual reality sessions focused. Discussion/Limitations: Due to the scarcity of topically relevant results, this particular systematic review is unable to express anything beyond potential promise in the use of virtual reality-based interventions in the medical school anatomy classroom. As virtual reality technologies have been shown to potentially add benefit in these applications, there is reason to believe that new literature will become available in the near future.