Integrating Virtual-reality Enriched Active Leaning Into Pre-clinical Gross Anatomy Education

Abstract

Objectives: In the School of Biomedical Sciences, HKU, we utilise Virtue-Reality technology for creating active learning environment in gross anatomy classes. Coupling with task-oriented-practical approach, we aimed to better integrate basic and clinical sciences, promoting problem-solving and knowledge application instead of rote memorisation. Overcoming the challenges caused by Covid-19 pandemic, we were able to design and build the VR anatomy lab. We have also created VR-enriched tasks (VRETs) for gross anatomy education. Our goal is to introduce VR into large classes of over 300 students and integrate it seamlessly into gross anatomy dissection. Methods: Based on the results and feedbacks from the preliminary study, we made improvements on VRETs, pedagogical design and practical logistics. Subsequently, VR technology was officially adopted as a technological learning tool in the MBBS curriculum. Students were invited to complete a 7-point Likert scale validated questionnaire assessing technology-enhanced active learning. Students were also randomly invited to participate in semi-structured interviews. Results: The large-scale deployment of VRETs in the formal curriculum was found to be effective in helping students grasping complex anatomical concepts, and improving students’ learning experience, particularly in piquing curiosity, increasing motivation, providing extra support and enhancing deep understanding. Conclusion: VRETs were well-received by MBBS students as part of their formal curriculum. The results implicated a steep learning curve for first-time VR users, and the learning experience improved with VR proficiency. Further quantitative study is currently undergoing to compare the effectiveness of VRETs with different learning modalities commonly used in gross anatomy education. Ethical approved by HKU/HREC ref: EA210204.