Immersive XR Anatomy Teaching Tools: Review of four custom‐built virtual spaces, their deployments and educational value

Abstract

Use of digital anatomical teaching resources mitigate trends of decreased anatomy contact hours, elimination of cadaveric specimens or student‐led dissections of them, remote or hybrid learning in response to COVID‐19, and to integrate anatomy content with radiology, surgery and other clinical applications. While there are a plethora of atlases built with cadaveric images, radiology, and artist‐rendered 3D models, we often find a disconnect between the complex geometry of many anatomical structures and the 2D screen interfaces used by students to access these digital resources. The open‐source Mozilla Hubs platform allows for the creation of customizable 3D virtual spaces, accessible via URL on a mobile, desktop, or virtual reality (VR) device. This platform was used to create four educational experiences deployed to first and second year medical students during pre‐clerkship courses: a desktop‐based tour of the surface and chambers of the heart; a VR tour of the chambers of the heart; a desktop‐based foregut escape room integrated with questions and multimedia clinical supplements; and a VR tour of the structure and neurovasculature of the pterygopalatine fossa. In each experience, the students are immersed within these anatomical spaces, encouraged to explore and appreciate the spatial relationships and orientations of key internal structures. When applicable, radiological imaging, videos, and animations display physiologic processes, the flow of blood and other fluids, and the functionality of a given structure in vivo. Audio and text instructions, labels, and additional information guide student learning, encouraging directed exploration while immersed in the experience. This presentation will discuss the four experiences, display real‐time video capture of the interactions and spaces, their deployment, educational value, and student reception. Students’ feedback suggests that the context and timing of the deployment of these experiences is crucial for student learning and appreciation, including the role of faculty assistance and training on how to navigate the interface prior to the educational intervention. Qualitative feedback and performance on pre‐ and post‐ experience quizzes show that these experiences are both statistically and perceptually valuable educational resources, and that the novel nature of this experience is engaging and exciting to students when deployed appropriately. This presentation will conclude with suggestions for best practices in choosing, developing, and deploying custom immersive educational interventions to anatomy learners.