Learning Of Human Anatomy Research Articles

Effectiveness of learning human anatomy using three-dimensional augmented reality application

Augmented Reality (AR) is a technology that augments reality with two- or three-dimensional computer-generated imagery (CGI), objects, or information, and allows users to interact efficiently. The aim of this study was to measure the effectiveness of Augmented Reality (AR) application in teaching Human Body anatomy and determine the attention and confidence level which contributes to learning motivation among sports school students before and after using a particular AR application online, hybrid and face to face teaching. This pre-post experimental study conducted among 32 sports school students in Bukit Jalil Sports School who registered for human anatomy subject. A written test was conducted on the topic of human body anatomy after teaching using the traditional method. Then the same group of pupils learned human body anatomy using Augmented Reality application. A post-test was conducted to evaluate the understanding and achievement. The pair sample t-test was used to determine the effectiveness between both methods. The subjects also answered a five scale Likert questionnaire to determine the attention, confidence and motivation level in learning through AR application. The paired sample t-test showed significant differences between pre- and post-test, with t(31) = −7.44, p = 0.00 (p < 0.05). This showed that learning through the Augmented Reality application is much easier and more efficient compared to the traditional method using textbooks, pictures, and diagrams. The descriptive analysis showed the mean score of attention (4.31), confidence (3.98) and motivation (4.13) are high. Results demonstrated positive significant correlation between the mean score of attention (r = 0.75), and confidence (r = 0.73) toward motivation (r = 0.84) (p < 0.001). These findings showed high levels of attention, self-confidence, and motivation among sports school students while learning using augmented reality compared to learning through the traditional method. In conclusion this study proved that AR application can increase motivation in the learning process and enhance academic performance in Human Anatomy and also other subjects.

Impact of 3D virtual reality on teaching and learning human anatomy among undergraduate students

Objective: To assess how impact 3D-VR is in improving the retention of human anatomy knowledge among undergraduate students compared to traditional methods. Methodology: This convergence mixed method study was carried out in anatomy department of HBS Medical and Dental College, Islamabad, from February to December 2023. The study was evaluated learning outcomes, specifically knowledge retention score in short-term and long-term, in undergraduate students by 3D-VR vs traditional models. Additionally, it sought to capture experience of students and perspectives by 3D-VR teaching and learning method. Results: The post-test score (indicative of short-term knowledge retention) by 3D-VR in both groups of male and female was significant high than traditional method (p ? 0.001). 3D-VR also achieved significant high follow-up score (indicative of long-term knowledge retention) in both groups compared to traditional method. While the knowledge score in all tests of 3D-VR and traditional method for females was high than males. Post-test score (indicative of short-term knowledge retention) and follow-up score (indicative of long-term knowledge retention) in 3D-VR method of females was significant high than males (p ? 0.001). Conclusion: 3D-VR is effective method for knowledge retention in short-term and long-term in undergraduate students. Undergraduate students demonstrated 3D-VR as a learning method that offers substantial advantages for studying human anatomy versus traditional method.

3D visualization technology for Learning human anatomy among medical students and residents: a meta- and regression analysis

Background3D visualization technology applies computers and other devices to create a realistic virtual world for individuals with various sensory experiences such as 3D vision, touch, and smell to gain a more effective understanding of the relationships between real spatial structures and organizations. The purpose of this study was to comprehensively evaluate the effectiveness of 3D visualization technology in human anatomy teaching/training and explore the potential factors that affect the training effects to better guide the teaching of classroom/laboratory anatomy.MethodsWe conducted a meta-analysis of randomized controlled studies on teaching human anatomy using 3D visualization technology. We extensively searched three authoritative databases, PubMed, Web of Science, and Embase; the main outcomes were the participants’ test scores and satisfaction, while the secondary outcomes were time consumption and enjoyment. Heterogeneity by I² was statistically determined because I²> 50%; therefore, a random-effects model was employed, using data processing software such as RevMan, Stata, and VOSviewer to process data, apply standardized mean difference and 95% confidence interval, and subgroup analysis to evaluate test results, and then conduct research through sensitivity analysis and meta-regression analysis.ResultsThirty-nine randomized controlled trials (2,959 participants) were screened and included in this study. The system analysis of the main results showed that compared with other methods, including data from all regions 3D visualization technology moderately improved test scores as well as satisfaction and enjoyment; however, the time that students took to complete the test was not significantly reduced. Meta-regression analysis also showed that regional factorsaffected test scores, whereas other factors had no significant impact. When the literature from China was excluded, the satisfaction and happiness of the 3D virtual-reality group were statistically significant compared to those of the traditional group; however, the test results and time consumption were not statistically significant.Conclusion3D visualization technology is an effective way to improve learners’ satisfaction with and enjoyment of human anatomical learning, but it cannot reduce the time required for testers to complete the test. 3D visualization technology may struggle to improve the testers’ scores. The literature test results from China are more prone to positive results and affected by regional bias.

A method for assessing student ability to apply anatomical knowledge within a traditional anatomy laboratory examination.

Fidelity between teaching activities and assessment methods is an important goal of knowledge and performance evaluations in medical education. Ideally, assessment methods provide evidence of learning that reflects the types of knowledge described in the learning objectives of the course. The most reliable assessments involve the same or similar tasks as those used during the instructional components of the course. Our preclinical human anatomy course includes, in addition to traditional lecture and cadaver-based laboratory learning activities, a series of applied human anatomy learning activities intended to emphasize human anatomy as it is encountered in living human individuals. The learning activities involve psychomotor behaviors including inspection, palpation, and auscultation, techniques used in the physical examination, as well as other activities designed to emphasize anatomical structures and tissues as they may be found in patient populations. We describe here our method for measuring student success in learning human anatomy in this manner, highlighting the direct linkage between the learning activities and the assessment tasks. We describe our performance scoring method and how we include this data in the calculation of an anatomy examination grade. As an indicator of our success with this approach, we include performance scores for the applied anatomy questions included on the laboratory component of our unit examinations for two successive academic years. We conclude with summary comments from students regarding the applied anatomy learning activities and assessment approach and offer suggestions for addressing specific challenges associated with the use of these types of assessment methods.

Dissecting human anatomy learning process through anatomical education with augmented reality: AEducAR 2.0, an updated interdisciplinary study.

Anatomical education is pivotal for medical students, and innovative technologies like augmented reality (AR) are transforming the field. This study aimed to enhance the interactive features of the AEducAR prototype, an AR tool developed by the University of Bologna, and explore its impact on human anatomy learning process in 130 second-year medical students at the International School of Medicine and Surgery of the University of Bologna. An interdisciplinary team of anatomists, maxillofacial surgeons, biomedical engineers, and educational scientists collaborated to ensure a comprehensive understanding of the study's objectives. Students used the updated version of AEducAR, named AEducAR 2.0, to study three anatomical topics, specifically the orbit zone, facial bones, and mimic muscles. AEducAR 2.0 offered two learning activities: one explorative and one interactive. Following each activity, students took a test to assess learning outcomes. Students also completed an anonymous questionnaire to provide background information and offer their perceptions of the activity. Additionally, 10 students participated in interviews for further insights. The results demonstrated that AEducAR 2.0 effectively facilitated learning and students' engagement. Students totalized high scores in both quizzes and declared to have appreciated the interactive features that were implemented. Moreover, interviews shed light on the interesting topic of blended learning. In particular, the present study suggests that incorporating AR into medical education alongside traditional methods might prove advantageous for students' academic and future professional endeavors. In this light, this study contributes to the growing research emphasizing the potential role of AR in shaping the future of medical education.

The effect of pre-body donor quizzes on student performance in a hybrid anatomy course.

Learning human anatomy is essential for Doctor of Physical Therapy (DPT) education. Body donors are traditionally utilized to understand content, but in a hybrid learning environment, students have limited time to use body donors. To improve body donor access and learning, we created online synchronous pre-body donor activities. The impact of these online strategies on students' subsequent exams and final grade were investigated in a non-randomized, observational study. These activities were hypothesized to positively influence students' anatomy performance. In a 16-week semester, DPT students (case [n = 91], control [n = 22]) participated in a hybrid program of asynchronous/synchronous online learning and two in-person immersions. Measures included student course grades and teaching surveys. Spearman's rho correlations analyzed the relationship between four pre-body donor quizzes to body donor exams, written exams, and final course grade. Mann-Whitney U tests assessed differences in grades between cohorts. A linear regression model examined the influence of pre-body donor quizzing on exams/final grades. Correlation tests revealed a strong relationship between the average pre-body donor quiz score and both the first written exam and final course grade (p = 0.0001). The case group achieved significantly higher scores than the control group on the first in-person body donor exam (p = 0.011), the second written exam (p = 0.0001), and the final grade (p = 0.004). The pre-body donor quizzes predicted performance on the subsequent in-person body donor exams, written exams, and the final grade. Implementation of online pre-body donor learning activities was associated with increased academic performance among hybrid DPT students and may aid in learning anatomy concepts for clinical practice.

Assessing the Utilization and Effectiveness of YouTube in Anatomy Education Among Medical Students: A Survey-Based Study.

Introduction Learning methodologies, particularly in medical education, are evolving with the integration of internet-based technologies into daily life. As a platform, YouTube has become a significant tool for studying human anatomy among medical students. This study aims to assess the utilization of YouTube in learning human anatomy, the types of audio-visual materials used, and the platform's perceived effectiveness in understanding and memorizing anatomical information. Methods A cross-sectional questionnaire study was conducted among 200 medical students at a medical college over one year, of whom 195 completed the questionnaire and were included. The questionnaire addressed general YouTube usage, specific usage for medical studies and human anatomy, types of audio-visual materials used, and the perceived effectiveness of YouTube in understanding and memorizing anatomical information. Data were analyzed using IBM SPSS Statistics for Windows, Version 25.0 (IBM Corp., Armonk, NY) for Pearson's chi-square test to determine statistical differences based on gender and year of study. Results The study cohort comprised 195 medical students (average age: 19.8±1.1 years), 62.6% females and 37.4% males. YouTube emerged as extensively utilized, with 94.5% of males and 96.7% of females reporting general usage and 91.8% of males and 89.3% of females utilizing it for medical studies. For human anatomy learning, 93.2% of males and 89.3% of females relied on YouTube. Among the audio-visual materials, PowerPoint presentations were most prevalent, favored by 46.5% of males and 41.8% of females. Regarding effectiveness, 82.1% of males and 83.7% of females affirmed YouTube's enhancement of anatomical understanding, with 89% of males and 85.3% of females acknowledging its aid in memorization. Additionally, 90.4% of males and 87.3% of females recommended YouTube as an anatomy learning tool. Despite observed gender-based preferences for specific content types, no statistically significant differences were discerned in YouTube's usage and perception across genders. Conclusions YouTube is a widely used and effective tool for the study of human anatomy among medical students, facilitating the understanding and memorization of anatomical information. While cadaver dissection remains an irreplaceable part of medical education, the addition of YouTube as a learning resource can enhance the educational experience. Future research should focus on the in-depth exploration of content satisfaction and the potential role of YouTube in the broader anatomy curriculum.

Mobile Application with Augmented Reality as a Support Tool for Learning Human Anatomy

Learning the anatomy of the human skeletal system presents several challenges in understanding the complexity of the human body. One of the most common issues is the absence of effective and accessible learning methods that enable students to gain comprehensive knowledge. Therefore, the use of technologies such as augmented reality (AR) aims to address this issue and facilitate its resolution by enabling students to engage with three-dimensional anatomical models, fostering hands-on, visualization-based learning. The aim of this study is to enhance the learning of human skeletal anatomy through the use of AR technology. The study employed a quantitative approach and a pre-experimental design, in which the experiment was conducted according to the research plan and involved 60 students. Mobile-D was used to develop the mobile application. The findings revealed that 93.3% of participants agreed that the use of augmented reality is a valuable for learning human anatomy, as it enables interactive visualization of various parts of the human body. The study also indicated that 28.3% of the students scored “Outstanding,” while 68.3% scored “Predicted.” In addition, 65% of students expressed interest in using augmented reality technology to learn anatomy.

Aplikasi Pengenalan Anatomi Manusia Berbasis Augmented Reality

Augmented Reality (AR) is an attempt to combine the real world and the virtual world in real-time. A real object that serves as a marker is used for positioning virtual objects that have been identified by the camera. Augmented Reality is widely used in various fields, one of which is the field of education. In the field of education Augmented Reality is used as an interactive learning media to be more creative, interesting and innovative. This Augmented Reality technology can be applied in the human anatomy learning system. The use of Augmented Reality technology is expected to display objects in the form of 3D virtual human body parts in a marker book as props. Markers detected by an android-based smartphone camera will display anatomical objects that will be used by the teacher, so that students can observe how the human anatomy looks in realtime.

What Faculty and Students Value When Evaluating Human Digital Anatomy Platforms: A Mixed-Methods Study.

There is an increasing availability of digital technologies for teaching and learning of human anatomy. Studies have shown that such applications allow for better spatial awareness than traditional methods. These digital human anatomy platforms offer users myriad features, such as the ability to manipulate 3D models, conduct prosection, investigate anatomical regions through virtual reality, or perform knowledge tests on themselves. This study examined what faculty members' value when using digital human anatomy platforms for teaching and what students value when using these platforms for learning. Six anatomy faculty members and 21 students were selected to participate in this study. After using the three digital anatomy platforms for at least 1 week, a survey was conducted to record their feedback in 4 categories: usability, interactive features, level of detail, and learning support. Respondents' Qualitative feedback within each category was also analyzed to strengthen the study's findings. The study's findings showed that faculty members and students have different priorities when evaluating digital anatomy platforms. Faculty members valued platforms that provided better accuracy and detailed anatomical structures, while students prioritized usability above the rest of the features. Given that faculty and students have different preferences when selecting digital anatomy platforms, this article proposed that educators maximize the specific affordances offered by the technology by having a clear pedagogy and strategy on how the technology will be incorporated into the curriculum to help students achieve the desired learning outcomes.

Human Anatomy Education: Knowledge, Attitude, Perception and Challenges Encountered by Medical and Nursing Students in Two Gambian Universities

Human Anatomy (HA) is one of the basic science courses in every medical school, and an excellent knowledge and understanding of HA is essential for medical and nursing students. Aim of this research was to evaluate the knowledge, attitude, perception, and challenges in learning Human Anatomy amongst Medical and Nursing students in two Gambian universities. This study was conducted amongst Medical and Nursing students of American International University West Africa (AIUWA) and University of The Gambia (UTG). Both universities are located in The Gambia. 290 randomly selected students consented to this study. Data was obtained by administering a structured questionnaire on students’ knowledge, attitude, perception, and challenges in learning Human Anatomy. Data analysis and comparisons were done with independent samples T-test using IBM, SPSS version 23.0. Level of significance was set at p<0.05, and at a 95% confidence interval. Mean age of the respondents was 20.7±7.4 years, 74.1% were females, and 75.9% of them had a Senior Secondary School Certificate (Ordinary Level) as their highest educational qualification. Only 64.1% of the respondents rated their knowledge of HA as average or above average for their respective professions. Students’ knowledge of HA was 72%, their attitude towards learning HA was 69.8%, their perception of studying HA was 64.4%, and their challenges in learning HA was 57.3%. Comparisons showed that medical students had an insignificantly higher (p>0.05) knowledge of HA than nursing students, and AIUWA students had better knowledge of HA than UTG students (p>0.05). Nursing students had a better attitude toward learning HA than medical students (p>0.05), same as AIUWA students over UTG students (p>0.05). UTG nursing students had the best perception towards learning HA, which was significantly high compared to AIUWA nursing students (p=0.0029). The medical and nursing students in both universities faced similar challenges with UTG medical students mostly affected. Knowledge of Human Anatomy is essential in all medical fields and adequate measures must be put in place to make the learning of this course less tedious for students.

Determinants of cadaver acquisition at Human Anatomy Learning Institutions in Kenya

Background: Human anatomy instruction in Kenya is based on dissection of cadavers during practical sessions. Institutions get these cadavers using procedures available to them. However, the processes used are not standardized, and several problems are likely to develop during the cadaver acquisition process. Several factors appear to have an impact on the source, availability, and cadaver collection techniques. Some of the issues affecting cadaver acquisition may not be sufficiently addressed by current anatomy practice guidelines. This study evaluated the determinants of cadaver acquisition at human anatomy learning institutions in Kenya.
 Methodology: Anatomists and anatomy laboratory personnel handling cadavers in Kenya were interviewed for the study. A cross-sectional study design was used, as well as a purposive sampling strategy. The self-administered surveys were completed by 68 study participants. The data was tallied, loaded into SPSS version 26 for analysis, then plotted into graphs and tables for interpretation.
 Results: Cadavers were mostly acquired from unclaimed bodies (100%). In most situations (80.9%), anatomy laboratory technicians oversee cadaver collection. A cadaver acquisition delay of more than two weeks was reported by 80.88% of respondents. According to 44.12% of respondents, the biggest reason for cadaver collecting delays was the need for financial compensation. Most cadavers (98.5%) are obtained through lobbying at the source. According to 92.6% of responders, defaced or damaged cadavers are mostly rejected. According to 94.2% of respondents, the Kenya Anatomy Act has no instructions on how to obtain cadavers.
 Conclusion: The efficiency of cadaver acquisition is affected by several factors that affect both the procedure and the people in charge of procuring the cadavers. Institutions in Kenya lack a comprehensive cadaver acquisition policy that describes the procedure and personnel in charge of procuring cadavers. There is no specified documented protocol or guideline for cadaver acquisition in the Kenya anatomy act.

A New Approach to Teaching - Learning Human Anatomy and Physiology

A New Approach to Teaching - Learning Human Anatomy and Physiology

Perceptions and Reflections of a Professional Pianist: A Case Report on Learning Human Anatomy through Cadaveric Dissection

Anatomical knowledge of the human body is a prerequisite for effortless and expressive movement for musicians. A 35-year-old professional pianist, with no prior experience in the medical field, voluntarily completed a cadaveric dissection module of the upper extremity and spine. The pianist was able to explore the intricate connections between human anatomy and the performance of piano music, gaining knowledge to enhance music quality and to manage and prevent injuries. This case describes the pianist’s perceptions and reflections and highlights the potential value of anatomical education for individuals in non-medical fields. This is, to our knowledge, the first documented case of a musician learning anatomy through cadaveric dissection.

An Islamic Perspective on the Usage of Bodies of the Deceased in the Teaching and Learning of Anatomy

Anatomy is regarded as one of the fundamental knowledge areas in medicine. Traditionally, the approach of teaching and learning of anatomy is primarily conducted through dissection of bodies of the deceased. This allows for a hands-on approach for medical students to learn anatomy. Dissection is also a method for surgeons to improve and upgrade their surgical skills and at the same time, serves as a means to test new surgical tools and techniques. However, Islam prohibits any act that can be regarded as disrespectful to the deceased. In spite of this, there is a pressing need for medical students to master anatomical knowledge in order for them to become medical doctors. This article looks at the teaching and learning of anatomy from the perspective of Islam. The article begins by looking at the history of learning anatomy. It then discusses Islam’s prohibition on mutilation of the body of the deceased, conditions under maṣlaḥah that allows dissection to be done in medical education, and several fatāwā on this issue. This article also touches on the methods employed in Malaysia for the teaching and learning of human anatomy.

Plastination: A Novel Way of Preservation of Cadaveric Specimens for Teaching and Learning Human Anatomy

Plastination is a preservation method of anatomical specimens, which can be used for long-term educational purposes both in basic and clinical sciences. Dr. Gunther von Hagens first developed this technique in 1977 in Heidelberg, Germany. There are several plastination methods that are currently used in different countries. Room-temperature silicone plastination using ‘North Carolina technique’ is assumed as the best suited for our institutions considering our country’s climate and feasibility in terms of limited resources. In general, plastination methods involve four stages: i) fixation and specimen preparation; ii) dehydration and defatting; iii) plastic permeation or force impregnation by plastic material; and iv) hardening or curing. Fixation involves addition of formalin to the specimen for preventing decay and bacterial growth. Then dehydration is done by submerging the specimen in acetone baths. Thereafter, the specimen is kept in a vacuum chamber, where plastic permeation or forced impregnation occurs. Polymers penetrate the tissues of the specimen while removing acetone. After leaving the specimen in an airtight chamber maintaining a specific temperature, hardening or curing process follows. Plastination technique has several advantages like making cadaveric specimens easy to handle, easy storage of viscera, prolonged preservation, odourless, dry, non-irritant, nontoxic presentation and ability to present more anatomical details than ever before. Some important drawbacks are that the process is very costly, time consuming, limited size of the impregnation chamber, health and environmental hazards of the chemicals used. Plastination seems to have a great future in all fields of teaching, training and research not only in anatomy education but also in other disciplines in medical, biomedical, veterinary and health science institutions across the globe. Plastinates have opened several new windows to the world of anatomical sciences. Mediscope 2023;10(1): 31-37

Analisis dan perancangan aplikasi Augmented Reality anatomi tubuh manusia berbasis Android

This study focuses on designing and analyzing an Android-based Augmented Reality (AR) device for practical learning of human anatomy. Its objective is to analyze the effectiveness of AR technology in enhancing practical learning of human anatomy and identifying possible issues in implementing such technology. The study utilizes the software development method based on SDLC with a waterfall model. The results demonstrate that the use of AR technology in practical learning of human anatomy can improve the effectiveness of student learning. Students who use AR devices can better understand and recall the material faster than those who do not. Additionally, the AR device facilitates students in visualizing the human body structure interactively and in 3D. However, the study also identifies some issues that may arise during the implementation of AR technology in practical learning of human anatomy. Educators and software developers can take note of these issues when developing AR applications for practical learning of human anatomy. In conclusion, this study proves that the use of AR technology in practical learning of human anatomy can enhance the effectiveness of student learning and provide useful information for educators and software developers in developing effective AR applications for practical learning of human anatomy.

The Performance of Students in the Practical Evaluation of Muscle Recognition in Natural and Artificial Anatomical Parts

Learning human anatomy can be challenging for Physical Education and Medicine students. Large volume of information, technical terminology, difficulty in visualizing 3D structures, lack of practice and emotional pressure are some challenges faced by students. However, the study of muscle anatomy is as important for physicians as it is for physical educators, albeit for different main reasons. In this study, the objective was to verify if there are differences in the performance of medical and physical education students in practical tests of recognition of muscular structures in natural and artificial anatomical parts. From approximately 126 muscles of the upper and lower limbs and their girdles, 20 structures were drawn (10 in natural pieces and 10 in artificial pieces). The notes and class notebook records of 86 physical education students and 103 medical students from two public universities were compared, considering that there were no differences between the evaluation methods and the professors in charge. It was found that, despite substantial differences in the socioeconomic profile of each course, physical education students were significantly better at recognizing muscle structures. However, this result was dependent on the better performance of physical education students in the evaluation of artificial parts. The students' performance was lower, much more variable and similar between the groups in the evaluation of the natural pieces. Such results suggest the need for greater contact and manipulation, especially of medicine, in cadaver pieces.

MOBILE MULTIMEDIA COMPLEX ONIКO USING PRINCIPLES AT THE DEPARTMENT OF HUMAN ANATOMY POLTAVA STATE MEDICAL UNIVERSITY

Human anatomy is learnt within the cycle of disciplines for general training of professionals in the field of health care. Learning human anatomy is provided through lectures and practical classes, which are supported by various technical teaching aids. All these tools and softwares are designed to foster clinical thinking and clinical. The methodological functions of these teaching aids are strongly related to the specifics of teaching human anatomy at medical schools or universities and to the real-life conditions simulate through the educational process.
 Interactive forms of teaching and learning are designed to facilitate solving the tasks outlined by the practice-oriented approach in the modern education. The guiding principle in the process of studying human anatomy is the principle of visualization. At present there are a large number of computer programs and applications for electronic devices allowing students to deepen their knowledge about the structure of the human body. One of such advanced imaging systems is a 3D atlas of human anatomy, 3D Organon VR Anatomy, an interactive anatomical atlas demonstrating all systems of the human body. This technology is active applied in the training course at the Department of Human Anatomy of the Poltava State Medical University. Among the advantages of the interactive table is the ability to use it when conducting classes in remote mode (online) that was especially relevant during the COVID-19 pandemic and in martial law in Ukraine. An anatomical table shows a human body model thus allowing students to visualize and study all structures, from bones to organs, change their position in 3D format at different magnification, and arrange them in a transverse position (to assess the anatomical shape and the relative location of organs inside the human body)..
 The multimedia complex "Oniko" is widely applied for learning and teaching normal and topographic anatomy. The complex is also suitable for making familiar with several medical branches, including surgery, dentistry, ophthalmology, forensic medical examination, and others. The complex promotes interdepartmental integration of the educational process at the university. Working with highly realistic models gives students valuable experience.
 The integrated use of new computer technologies, imaging systems, and traditional methods will enables provided more in-depth study of anatomy and significantly increase educational proficiency of future doctors.
 The interactive anatomical systems are the most technologically advanced anatomical imaging system in medical education designed to educate the medical community that improve the effectiveness of teaching medical disciplines and promote the image of the institution in the educational and medical environment.

Augmented Reality Application Material Validation in Human Anatomy Course for Sports Education Students

The purpose of this study was to determine the validation of material experts on the Augmented Reality application in the Human Anatomy course for Sports Education Students. This application development research refers to the 4D model developed by Thiagarajan, et al. (1974) which consists of 4 stages, namely Define, Design, Development, and Disseminate, modified to suit this research. This application is validated by a material expert. The instrument used is an expert validation instrument. It can be concluded that this application is feasible and valid by material experts to be used as Human Anatomy learning.