Augmented reality in human anatomy education: a systematic review
DOI:
https://doi.org/10.59681/2175-4411.v16.iEspecial.2024.1290Keywords:
Medical education, Anatomy, Augmented realityAbstract
Objective: To evaluate augmented reality (AR) in teaching human anatomy for medical sciences and compare them to traditional methods, as well as analyze students' experiences. Methods: Developed based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Searches were conducted in established databases comparing AR with traditional methods in anatomy education. Criteria included quantitative evaluations and data such as country, type of AR, traditional method, test results, and student characteristics. Results: Eleven studies were included, with 757 participants. 49% used AR and 51% used traditional methods. Ten studies employed multiple-choice tests, and three included structure identification. Three studies favored AR, seven showed no differences, and one demonstrated superior performance of the control group in part of the test. Conclusion: AR may facilitate learning; however, it does not justify abolishing traditional methods, which have their distinctive qualities.
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