Effectiveness of Teacher-Student Interactive Immersive Mixed Reality Technology on Anatomy Education

NCT06739590 | Completed

• 1 other identifier: 2024-KY-413-01
• Study Type: interventional
• Target: 66
• Locations: 1 country
• Sites: 1

Brief Summary

Background: Novice surgeons often struggle to translate anatomical knowledge into clinical practice, primarily due to a lack of resources, significant variability in anatomical structures, and limited hands-on experience. These challenges can lead to considerable deficiencies in clinical performance. Traditional educational methods, such as textbooks and CT imaging, frequently fall short in offering the depth necessary for effective application in surgical settings. Recent technological advancements, particularly in Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR), are revolutionizing surgical education by creating immersive learning environments. In complex fields like hepatobiliary surgery, the integration of MR allows for enhanced visualization of anatomical details, improving the understanding of vascular structures and tumor localization, which consequently boosts surgical training outcomes. However, most research to date has analyzed these technologies in isolation, with few studies investigating their collaborative benefits or effective integration into educational curricula. This study aims to evaluate cognitive learning outcomes related to anatomical structures by employing various modalities, including traditional medical imaging, 3D models, and 3D-MR. Through cross-comparative analyses, investigators will assess the correlation between test scores and actual clinical performance, thereby gauging the impact of these modalities on the comprehension of intricate anatomical structures and their spatial visualization skills. Ultimately, this study aspire to develop a comprehensive anatomical teaching program that incorporates MR and 3D models to demonstrate the feasibility and efficacy of these innovative technologies in teaching liver and gallbladder anatomy. Research Objectives: To compare the effectiveness of learning outcomes in anatomical structure learning between MR 3D modelling and general medical imaging, and to investigate which modalities lead to higher anatomical learning outcomes (primary outcome). Hypothesis: Compared to plain images, 3D models of MR simulators can significantly improve learning performance, achieve better learning outcomes

Conditions

Teaching Innovation; Medical Education; Anatomy Education

Keywords

Medical Education; Anatomy; Teaching Innovation; Surgeon Training; Mixed Reality

Outcome Measures

Primary Outcomes (1)

• Anatomical knowledge

  Anatomists create relevant test questions and assess performance of participants; by comparing the results of baseline and post-study score of the Anatomy and Surgical Competence Test. The improvement in test scores serves as an indicator for evaluating learning outcomes.

  Before and after the completion of the learning process, an average of 1 day

Secondary Outcomes (1)

• Differences in Emotional Intensity

  Before and after the completion of the learning process, an average of 1 day

Study Arms (3)

Control Group

PLACEBO COMPARATOR

21 participants were allocated to this group. They completed a background questionnaire and assessed their baseline emotions using the Medical Emotions Scale (MES) before commencing the study. Participants then took a pre-study test assessing their spatial knowledge of hepatobiliary anatomy and a surgical planning component, based on their assigned group. Following the learning process on a sample case, they retook the MES and subsequently completed a test on the designated test cases.

Behavioral: Learning with CT scans

3D Group

EXPERIMENTAL

23 participants were allocated to this group. They completed a background questionnaire and assessed their baseline emotions using the MES prior to the study. They then completed a pre-study test focused on spatial knowledge of hepatobiliary anatomy and surgical planning. After engaging with the sample case, participants retook the MES and completed a test on the specified test cases. Intervention：Learning anatomical structures using three-dimensional visualization models displayed on a computer.

Behavioral: Learning with 3D visualization models

MR Group

EXPERIMENTAL

22 participants were allocated to this group. Participants completed a background questionnaire and assessed their baseline emotions using the MES before the study commenced. They participated in a training tutorial on utilizing the MR headset and completed a pre-study test evaluating spatial knowledge of hepatobiliary anatomy and surgical planning. After the learning process with the sample case, participants retook the MES, completed a test on the designated test cases, and filled out a post-use adverse reaction scale for the MR device. Intervention：Viewing and manipulating 3D visualization models to learn anatomical structures using the MR headset.

Radiation: Learning with 3D-MR visualization models

Interventions

Learning with CT scans BEHAVIORAL

The average performance improvement in this group will serve as the baseline for learning achievable through conventional CT and MR imaging alone.

Control Group

Learning with 3D visualization models BEHAVIORAL

Learning anatomical structures using three-dimensional visualization models displayed on a computer.

3D Group

Learning with 3D-MR visualization models RADIATION

Viewing and manipulating 3D visualization models to learn anatomical structures using the MR headset.

MR Group

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Full-time undergraduate clinical medicine students
• Postgraduate and trainees from accredited residency programs.

You may not qualify if:

• Participants who had previously used the new technology or similar simulators
• Participants lacking clinical anatomy learning experience.

Sponsors & Collaborators

• Zhujiang Hospital: lead
• Southern Medical University, China: collaborator

Study Sites (1)

Zhujiang Hospital of Southern Medical University

Guangzhou, Guangdong, 510280, China

Location

Related Publications (6)

• Balci D, Kirimker EO, Raptis DA, Gao Y, Kow AWC. Uses of a dedicated 3D reconstruction software with augmented and mixed reality in planning and performing advanced liver surgery and living donor liver transplantation (with videos). Hepatobiliary Pancreat Dis Int. 2022 Oct;21(5):455-461. doi: 10.1016/j.hbpd.2022.09.001. Epub 2022 Sep 8.

  PMID: 36123242 BACKGROUND

• Moro C, Stromberga Z, Raikos A, Stirling A. The effectiveness of virtual and augmented reality in health sciences and medical anatomy. Anat Sci Educ. 2017 Nov;10(6):549-559. doi: 10.1002/ase.1696. Epub 2017 Apr 17.

  PMID: 28419750 BACKGROUND

• Mateen M, Kan CYP. Education during COVID-19: Ready, headset, go! Clin Teach. 2021 Feb;18(1):90-91. doi: 10.1111/tct.13266. Epub 2020 Oct 2. No abstract available.

  PMID: 33006439 BACKGROUND

• Kolla S, Elgawly M, Gaughan JP, Goldman E. Medical Student Perception of a Virtual Reality Training Module for Anatomy Education. Med Sci Educ. 2020 Jun 9;30(3):1201-1210. doi: 10.1007/s40670-020-00993-2. eCollection 2020 Sep.

  PMID: 34457783 BACKGROUND

• Alharbi Y, Al-Mansour M, Al-Saffar R, Garman A, Alraddadi A. Three-dimensional Virtual Reality as an Innovative Teaching and Learning Tool for Human Anatomy Courses in Medical Education: A Mixed Methods Study. Cureus. 2020 Feb 24;12(2):e7085. doi: 10.7759/cureus.7085.

  PMID: 32226686 BACKGROUND

• Ammanuel S, Brown I, Uribe J, Rehani B. Creating 3D models from Radiologic Images for Virtual Reality Medical Education Modules. J Med Syst. 2019 May 3;43(6):166. doi: 10.1007/s10916-019-1308-3.

  PMID: 31053902 BACKGROUND

MeSH Terms

Interventions

Educational Status

Intervention Hierarchy (Ancestors)

Socioeconomic Factors; Population Characteristics

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Masking Details: Participants remained unaware of the trial purpose and assessment metrics, only that they would be learning and practicing the anatomical structures and surgical planning of hepatobiliary surgery.
• Purpose: HEALTH SERVICES RESEARCH
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: Stratified Randomized Block Design

Study Record Dates

• First Submitted: September 10, 2024
• First Posted: December 18, 2024
• Study Start: December 7, 2024
• Primary Completion: December 21, 2024
• Study Completion: December 27, 2024
• Last Updated: April 9, 2025

Record last verified: 2024-08

Data Sharing

• IPD Sharing: Will share
• Shared Documents: STUDY PROTOCOL, SAP, ICF
• Time Frame: January 2025-January 2026
• Access Criteria: Researchers wanting access to the data will need to contact the principal investigator of the trial. Dr. Jian Yang.

Locations

CN (1)