Abstract

Aim: Traditional anatomy teaching faces challenges such as limited hands-on opportunities, difficulty visualising complex 3D structures, and variability in teaching quality due to reliance on cadavers, models, and 2D diagrams. Virtual Reality in Medicine and Surgery (VRiMS), a national organisation, seeks to address these issues through immersive VR experiences that complement conventional methods. This study assessed the educational impact of VR in anatomy education and explored its potential advantages.
Method: Two anatomy workshops were delivered in Bristol and Cardiff, focusing on musculoskeletal anatomy of the limbs and ENT anatomy. Each comprised 30 minutes of didactic teaching by a consultant surgeon or anatomy lecturer, followed by 30 minutes of independent exploration using VR headsets. Participants interacted with 3D anatomical models to examine nerves, vessels, and muscle layers. Pre- and post-workshop questionnaires assessed knowledge and confidence using Likert scales and a 10-question best-of-five multiple-choice test. Results: Data from 36 participants showed only 22% had prior experience with VR for anatomy learning. Pre- and post-session scores and confidence were compared using Mann-Whitney U tests. In Session 1, test scores improved from 6.42/10 to 8.08/ 10 (+26.0%, p = 0.004) and confidence from 2.50/5 to 4.50/5 (+80.0%, p < 0.0001). In Session 2, test scores increased from 6.17/10 to 7.00/10 (+13.5%, p = 0.048) and confidence from 2.46/5 to 3.96/5 (+61.0%, p < 0.0001).
Conclusions: VR-based workshops significantly enhanced anatomy knowledge and confidence. These findings highlight VR’s potential as a powerful adjunct to traditional methods and suggest it could transform the delivery of anatomy education.