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Research

Immersive and interactive virtual reality to improve learning and retention of neuroanatomy in medical students: a randomized controlled study

Chelsea Ekstrand, Ali Jamal, Ron Nguyen, Annalise Kudryk, Jennifer Mann and Ivar Mendez
March 06, 2018 6 (1) E103-E109; DOI: https://doi.org/10.9778/cmajo.20170110
Chelsea Ekstrand
Department of Psychology (Ekstrand); College of Medicine (Jamal, Nguyen, Kudryk, Mann, Mendez); Department of Neurosurgery (Mendez), University of Saskatchewan, Saskatoon, Sask.
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Ali Jamal
Department of Psychology (Ekstrand); College of Medicine (Jamal, Nguyen, Kudryk, Mann, Mendez); Department of Neurosurgery (Mendez), University of Saskatchewan, Saskatoon, Sask.
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Ron Nguyen
Department of Psychology (Ekstrand); College of Medicine (Jamal, Nguyen, Kudryk, Mann, Mendez); Department of Neurosurgery (Mendez), University of Saskatchewan, Saskatoon, Sask.
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Annalise Kudryk
Department of Psychology (Ekstrand); College of Medicine (Jamal, Nguyen, Kudryk, Mann, Mendez); Department of Neurosurgery (Mendez), University of Saskatchewan, Saskatoon, Sask.
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Jennifer Mann
Department of Psychology (Ekstrand); College of Medicine (Jamal, Nguyen, Kudryk, Mann, Mendez); Department of Neurosurgery (Mendez), University of Saskatchewan, Saskatoon, Sask.
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Ivar Mendez
Department of Psychology (Ekstrand); College of Medicine (Jamal, Nguyen, Kudryk, Mann, Mendez); Department of Neurosurgery (Mendez), University of Saskatchewan, Saskatoon, Sask.
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Article Figures & Tables

Figures

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    Figure 1

    Flow chart showing experimental procedure.

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    Figure 2

    Test question Percent Correct for the paper-based (95% confidence interval [CI] ± 5.112) and virtual-reality (95% CI ± 4.849) groups at each testing point. Error bars represent CIs. See Appendix 1 for mean scores.

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    Figure 3

    Control question Percent Correct for the paper-based (95% confidence interval [CI] ± 5.314) and virtual-reality (95% CI ± 6.599) groups at each testing point. Error bars represent CIs. See Appendix 1 for mean scores.

Tables

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    Table 1: Demographic characteristics, previous neuroanatomy experience and study preferences of participants, by group*
    CharacteristicGroup; no. (%) of participants†
    Virtual reality
    n = 31
    Paper-based
    n = 33
    Age, mean ± SD, yr24.4 ± 2.724.3 ± 2.7
    No. of semesters of neuroanatomy2024
    Medical school year
        First19 (61)22 (67)
        Second12 (39)11 (33)
    Female sex18 (58)18 (54)
    Previous neuroanatomy experience19 (61)17 (52)
    Study preferences
        Textbook16 (52)20 (61)
        Lectures22 (71)21 (64)
        Drawing19 (61)17 (52)
        Flashcards12 (39)11 (33)
        Models17 (55)16 (48)
        YouTube15 (48)18 (54)

    Note: SD = standard deviation.

    *No significant differences were found between groups at α = 0.05.

    †Except where noted otherwise.

      • View popup
      Table 2: Results of omnibus analysis of variance
      VariableFDegrees of freedomMean squared errorp value*
      Test18.033, 186246.18< 0.001
      Question type160.031, 62258.88< 0.001
      Group2.331, 62568.700.1
      Test × Group0.8203, 186246.180.5
      Test × Question type13.663, 186234.33< 0.001
      Question type × Group0.4691, 62258.880.5
      Test × Question type × Group1.813, 186234.330.1

      *2-tailed t test.

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        Table 3: Results of mixed-measures analysis of variance as a function of question type
        VariableFDegrees of freedomMean squared errorp value
        Test questions
            Test37.353, 186201.48< 0.001
            Group4.581, 62245.560.04
            Test × Group1.993, 186201.480.1
        Control questions
            Test0.4123, 186279.030.7
            Group0.5541, 62582.020.5
            Test × Group0.8093, 186279.030.5

        *2-tailed t test.

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          Table 4: Results of independent samples t tests as a function of question type comparing the accuracy of the paper-based and virtual-reality groups for each condition
          Question typetDegrees of freedomp value*
          Test questions
              Baseline-0.344620.7
              Postintervention-0.378620.7
          Baseline questions 7 d postintervention-3.20620.002†
          Postintervention questions 7 d postintervention-0.703620.5
          Control questions
              Baseline-1.824620.07
              Postintervention0.272620.8
          Baseline questions 7 d postintervention-0.036621.0
          Postintervention questions 7 d postintervention-0.606620.5

          *2-tailed t test.

          †Represents significance at the Bonferroni-corrected α threshold of 0.00625 to control for multiple comparisons.

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          Immersive and interactive virtual reality to improve learning and retention of neuroanatomy in medical students: a randomized controlled study
          Chelsea Ekstrand, Ali Jamal, Ron Nguyen, Annalise Kudryk, Jennifer Mann, Ivar Mendez
          Jan 2018, 6 (1) E103-E109; DOI: 10.9778/cmajo.20170110

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          Immersive and interactive virtual reality to improve learning and retention of neuroanatomy in medical students: a randomized controlled study
          Chelsea Ekstrand, Ali Jamal, Ron Nguyen, Annalise Kudryk, Jennifer Mann, Ivar Mendez
          Jan 2018, 6 (1) E103-E109; DOI: 10.9778/cmajo.20170110
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