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<p>There are diversified methods for human anatomy teaching lined with curricular matrices of the biomedical field. This research identified the effect of human anatomy resources teaching on cognitive performance, motivation in medical undergraduate. Students were allocated in a virtual reality group and a plastinated specimens’ group. Cognitive performance and motivation were measured before and after training of human anatomy skills focused on musculoskeletal system. No statistically significant differences were observed between the groups in cognitive performance scores or confidence in assigning responses to test items (<i>p</i> &gt; 0.05). However, intra-group analysis revealed notable improvements in both metrics after the intervention. These findings demonstrate that both plastinated specimens and immersive technologies are effective tools for enhancing learning in anatomy education. The results highlight the value of methodological diversity and support the integration of innovative, ethically grounded approaches in the context of teaching human anatomy focused on musculoskeletal muscles.</p>

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Evaluation of virtual reality versus plastinated specimens in musculoskeletal anatomy education for second year medical students

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月28日

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  • Eduardo Araújo de Melo,
  • Aldo Fonseca de Souza,
  • Ivana Lorena de Oliveira Nicácio,
  • Celcimar Alves Camara,
  • Expedito Silva do Nascimento Júnior,
  • George Dantas de Azevedo,
  • José Rodolfo Lopes de Paiva Cavalcanti,
  • Sebastião Pacheco Duque Neto,
  • Raphael Raniere de Oliveira Costa,
  • Eudes Euler de Souza Lucena

摘要

There are diversified methods for human anatomy teaching lined with curricular matrices of the biomedical field. This research identified the effect of human anatomy resources teaching on cognitive performance, motivation in medical undergraduate. Students were allocated in a virtual reality group and a plastinated specimens’ group. Cognitive performance and motivation were measured before and after training of human anatomy skills focused on musculoskeletal system. No statistically significant differences were observed between the groups in cognitive performance scores or confidence in assigning responses to test items (p > 0.05). However, intra-group analysis revealed notable improvements in both metrics after the intervention. These findings demonstrate that both plastinated specimens and immersive technologies are effective tools for enhancing learning in anatomy education. The results highlight the value of methodological diversity and support the integration of innovative, ethically grounded approaches in the context of teaching human anatomy focused on musculoskeletal muscles.