Virtual Reality in Anatomical Sciences Teaching and Research.

Autor/in	Agboola, Olasoji O.
Titel	Virtual Reality in Anatomical Sciences Teaching and Research.
Quelle	In: Traektoriâ nauki, 11 (2025) 1, S. 4009-4017 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2413-9009
DOI	10.22178/pos.113-30
Schlagwörter	Medizin; Virtuelle Realität
Abstract	This research investigates the implementation and effectiveness of Virtual Reality (VR) technology in anatomical sciences teaching across three medical education institutions. The study employed a mixed-methods approach to examine VR's influence on learning outcomes, teaching methodologies, and resource utilisation in anatomical education. Data analysis from 245 participants, including 217 medical students and 28 faculty members, revealed significant improvements in student performance. The quantitative assessment demonstrated an 18.5% increase in spatial comprehension and a 14.3% enhancement in long-term knowledge retention compared to traditional teaching methods. Technical implementation analysis showed 92.8% average system uptime through dedicated support systems and robust infrastructure. Student comfort levels with VR technology improved from 3.2 to 4.5 on a five-point scale, while faculty technical confidence showed similar improvement patterns. Hybrid learning environments demonstrated 92% teaching time efficiency compared to traditional settings. The findings support VR technology's effectiveness in enhancing anatomical education while emphasising the importance of integrated teaching approaches. Critical success factors included comprehensive technical support, ongoing professional development, and balanced implementation strategies. These results provide valuable guidance for institutions implementing VR technology in medical education, contributing to theoretical understanding and practical application of educational technology in anatomical training.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2025/3