422 Novel Application of a Mixed-Reality Platform for Learning Neuroanatomy

Abstract

INTRODUCTION: Neuroanatomy is a difficult and intimidating, but also foundational, subject for many medical specialties, especially Neurosurgery. Yet, few modern tools exist for teaching neuroanatomy. This pilot study sought to evaluate the effectiveness of a novel mixed-reality (MR) neuroanatomy visualization software and headset compared to traditional methods of instruction. METHODS: This was a prospective randomized cross-over study of volunteer participants in a graduate neuroanatomy course. Students were randomly assigned to either traditional (Group-1) or MR (Group-2) modalities for 2 of 4 course units. All students participated in class lectures. Following each lecture, the MR group conducted MR lab modules while the traditional group conducted traditional cadaveric dissections or yarn and paper lab activities. All students then took the traditional Unit-lab exam. The two groups switched modalities between units. For logistical reasons, the MR laboratory sessions were taught in a separate location than traditional modalities with a teaching assistant. Student opinions were collected via survey and exam results were analyzed via Student’s t-test. RESULTS: Thirty-seven students volunteered to participate, with 23 completing the study (Group-1 n = 11 and Group-2 n = 12). Twenty-one students completed the post-course survey. Performance on both lab exams did not differ significantly between traditional and MR groups (p > 0.05). Most participants (95.2%) recommended traditional neuroanatomy teaching methods while 47.6% recommended the MR application. However, 95.2% of participants agreed that using MR with traditional methods would be better than either separately. CONCLUSIONS: Students’ neuroanatomy exam performance did not differ based on laboratory modality, though students preferred the traditional approach. Most students acknowledged the potential usefulness of MR in addition to traditional modalities. Further studies with larger sample sizes and a single location and instructor are needed to more fully elucidate the value of MR in learning neuroanatomy.