Akademik Veri Yönetim Sistemi
Gazi Medical Journal, cilt.35, sa.4, ss.407-415, 2024 (ESCI)
Objective: Learning neuroanatomical structures is difficult in traditional medical education. Knowledge and visual materials in neuroanatomy books or atlases are static and limited to two dimensions. The limitations of cadaver and plastic models have been overcome by developing three-dimensional (3D) anatomical models using digital visualization technologies. Medical students are better able to understand the spatial topography of a large number of neuroanatomical structures that are condensed into a small region when they use 3D visualization technologies, such as virtual reality (VR) and augmented reality. In our study, which will provide a new window to classical neuroanatomy education, we aimed to evaluate how much 3D neuroanatomical models based on VR applications affect the success and motivation of medical school students enrolled in neuroanatomy courses. Methods: For this purpose, four exams were given to second-year medical faculty students before the classical theoretical course, after the theoretical course, after VR training and application, and six months later to evaluate the long-term effects of the training. Results: The success averages were assessed on a scale of 10; the average score was 3.38 for students who participated in the evaluation after traditional theoretical training and 4.55 for the VR training group. In the long-term evaluation after six months, the average score was found to be higher in the VR training group. Conclusion: Our study contributes to the literature by demonstrating the positive long-term effects of VR-based neuroanatomy training on memory.