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Background <p>Surgical specialties necessitate a comprehensive understanding of anatomy. Traditional two-dimensional anatomical teaching methods lack the depth required for spatial comprehension. Virtual reality (VR)-based anatomy models offer a promising alternative, enabling an enhanced understanding of surgical topographic anatomy. This study investigated the feasibility and teaching value of VR-based surgical anatomy teaching. In addition, we explored the impact of pursuing a future surgical career.</p> Methods <p>Meta Quest 2 VR system with Medicalholodeck “Anatomy and Dissection Master XR” software applications was used for virtual segmentation of a mediastinal and abdominal model annotated with anatomical terminology. The feasibility, knowledge gain, and teaching value of the VR-based topographic surgical anatomy were evaluated using a newly developed 14-item self-report questionnaire that included numeric rating scales (0–10; 0: no knowledge gain/teaching value; 10: high knowledge gain/teaching value) and dichotomous questions.</p> Results <p>Thirty-seven medical students performed the instructor-guided virtual segmentation. Participants reported a high knowledge gain (median 8) and perceived teaching value (median 9) regarding complex mediastinal anatomy. Four students (11%) reconsidered their later professions after the VR sessions. Statistical analyses did not reveal any significant differences among students of different ages, genders, or educational levels.</p> Conclusions <p>This study showed that the implementation of VR-based surgical topographic anatomy teaching for medical student education is feasible. As an additional tool to conventional anatomical teaching, it could enhance teaching value irrespective of age, gender, or educational level, and may influence subsequent surgical career decisions. The questionnaire requires further refinement including the standardized assessment of anatomical knowledge.</p>

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Implementing virtual reality based surgical topographic anatomy for the education of medical students: a pilot study

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年1月9日

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  • Jan Philipp Ramspott,
  • Alexander D. Bungert,
  • Carsten Szardenings,
  • Isabelle Flammang,
  • Felix Becker,
  • Markus Holling,
  • Felicia Kneifel,
  • Andreas Pascher,
  • Haluk Morgül

摘要

Background

Surgical specialties necessitate a comprehensive understanding of anatomy. Traditional two-dimensional anatomical teaching methods lack the depth required for spatial comprehension. Virtual reality (VR)-based anatomy models offer a promising alternative, enabling an enhanced understanding of surgical topographic anatomy. This study investigated the feasibility and teaching value of VR-based surgical anatomy teaching. In addition, we explored the impact of pursuing a future surgical career.

Methods

Meta Quest 2 VR system with Medicalholodeck “Anatomy and Dissection Master XR” software applications was used for virtual segmentation of a mediastinal and abdominal model annotated with anatomical terminology. The feasibility, knowledge gain, and teaching value of the VR-based topographic surgical anatomy were evaluated using a newly developed 14-item self-report questionnaire that included numeric rating scales (0–10; 0: no knowledge gain/teaching value; 10: high knowledge gain/teaching value) and dichotomous questions.

Results

Thirty-seven medical students performed the instructor-guided virtual segmentation. Participants reported a high knowledge gain (median 8) and perceived teaching value (median 9) regarding complex mediastinal anatomy. Four students (11%) reconsidered their later professions after the VR sessions. Statistical analyses did not reveal any significant differences among students of different ages, genders, or educational levels.

Conclusions

This study showed that the implementation of VR-based surgical topographic anatomy teaching for medical student education is feasible. As an additional tool to conventional anatomical teaching, it could enhance teaching value irrespective of age, gender, or educational level, and may influence subsequent surgical career decisions. The questionnaire requires further refinement including the standardized assessment of anatomical knowledge.