A Virtual Learning Modality for Neuroanatomical Education

Abstract

One of the most difficult tasks for students in functional neuroanatomy is visualizing the routes of neuronal signaling through circuits and complete systems in 3 dimensions (3D). During class, instructors present 2 dimensional line diagrams and cross‐sections to help students visualize this anatomy on their own. Students are tasked to interpret these two‐dimensional images into 3D in order to understand a complete and functional system. This type of visualization and interpretation is necessary when applying pathologies and anticipating a resulting patient presentation. By using virtual reality (VR), students have the ability to build, visualize, and interact with an entire neuronal system. Here we describe a custom neuroanatomy VR program used by undergraduate students at Colorado State University (CSU). Virtual reality is a computer‐generated, 3D, artificial environment that allows users to interact in a simulated experience. We implemented the virtual reality software in the neuroanatomy laboratory where students had the option of interacting with the program. Students were asked to complete a survey that indicated their opinions about virtual reality in an educational setting. In addition, we collected data through faculty observations on the student's ability to solve novel neuroanatomical problems involving lesions and patient presentations. Results from opportunity sampling method, in conjunction with student surveys and faculty observations, suggested that students appreciated the introduction of VR into their curriculum and reported that VR helped them visualize and interpret the structure and function of the nervous system. Students also reported that the VR program reinforced anatomical structures and neuronal connections that are not visible on a gross specimen with the naked eye. In addition, students' ability to recognize the outcomes of neuroanatomical lesions increased. The implementation of a VR program created an authentic environment that enhanced student engagement and application of functional neuroanatomy. We believe that thoughtful deployment of virtual reality programming can improve student satisfaction and learning outcomes in neuroanatomy.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.