虚拟现实如何在健康科学和相关健康的解剖学教育中被采用:系统综述。

IF 4.7 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Sharmeen Adnan, Amanda C. Benson, Junhua Xiao
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引用次数: 0

摘要

虚拟解剖学在解剖学教学中的应用越来越广泛。本系统综述评估了2000年1月至2024年8月之间的文献,以了解虚拟现实(VR)在解剖学教育中如何在健康科学和联合健康中实施,重点关注学习成果和学生的看法。在开放科学框架注册并遵循PRISMA指南后,在9个数据库中进行了全面搜索,确定了15项符合条件的研究。评估的学习成果包括知识获取、保留、概念理解和学习信心,以及对VR作为学习工具的看法、用户体验和满意度。在评估知识获取和保留的研究中,有50%(4/8)报告了采用VR后的统计显着改善。不断有报告称概念理解和学习信心增强。所有探索认知的研究都强调了对虚拟现实的积极看法,强调了它作为学习工具的有效性。此外,用户体验和满意度结果在所有研究中都一致有利。在八项比较替代教学方法的研究中,75%(6/8)的研究报告称,VR超越了传统的教学方法,包括讲课、起诉、二维(2D)模型、三维(3D)打印、尸体或增强现实(AR)等先进技术。然而,虚拟现实配置、比较模式和参与者人口统计数据显示影响学习效果。沉浸式VR作为干预的选择占主导地位,而VR控制器在解剖学教育中的作用尚未得到充分探讨。这篇综述确定了VR在解剖学教育中的潜力,同时也指出了需要进一步研究的领域,特别是VR硬件配置和用户交互方式对学习结果的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

How virtual reality is being adopted in anatomy education in health sciences and allied health: A systematic review

How virtual reality is being adopted in anatomy education in health sciences and allied health: A systematic review

How virtual reality is being adopted in anatomy education in health sciences and allied health: A systematic review

How virtual reality is being adopted in anatomy education in health sciences and allied health: A systematic review

How virtual reality is being adopted in anatomy education in health sciences and allied health: A systematic review

Virtual anatomy is being increasingly adopted in anatomy education. This systematic review evaluated the literature between January 2000 and August 2024 to understand how virtual reality (VR) in Anatomy Education is implemented in Health Sciences and Allied Health, focusing on learning outcomes and student perceptions. Following registration with the Open Science Framework and adhering to PRISMA guidelines, a comprehensive search across nine databases identified fifteen eligible studies. The learning outcomes assessed included knowledge acquisition, retention, conceptual understanding, and learning confidence, alongside perceptions of VR as a learning tool, user experience, and satisfaction. Fifty percent (4/8) of the studies evaluating knowledge acquisition and retention reported statistically significant improvements following VR adoption. Enhanced conceptual understanding and learning confidence were consistently reported. All studies exploring perceptions highlighted positive views of VR, emphasizing its effectiveness as a learning tool. Additionally, user experience and satisfaction outcomes were uniformly favorable across all studies. Of the eight studies comparing alternative teaching methods, 75% (6/8) reported VR surpassed traditional teaching methods, including lectures, prosections, 2-dimensional (2D) models, 3-dimensional (3D) printing, cadavers, or advanced technologies such as augmented reality (AR). However, VR configurations, comparator modalities, and participant demographics were shown to influence learning effectiveness. Immersive VR dominated as the intervention of choice, while the role of VR controllers in anatomy education was underexplored. This review identifies the potential of VR in anatomy education while also pointing out areas needing further research, particularly the influence of VR hardware configurations and user interaction modalities on learning outcomes.

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来源期刊
Anatomical Sciences Education
Anatomical Sciences Education Anatomy/education-
CiteScore
10.30
自引率
39.70%
发文量
91
期刊介绍: Anatomical Sciences Education, affiliated with the American Association for Anatomy, serves as an international platform for sharing ideas, innovations, and research related to education in anatomical sciences. Covering gross anatomy, embryology, histology, and neurosciences, the journal addresses education at various levels, including undergraduate, graduate, post-graduate, allied health, medical (both allopathic and osteopathic), and dental. It fosters collaboration and discussion in the field of anatomical sciences education.
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