OTO open · 2026
Next Dimension Medical Education: A Pilot Study Exploring Virtual Reality in Head and Neck Anatomy.
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Alvarez Ivan, Johnson Emily, Latour Mackenzie, Yim Michael T
Аннотация
OBJECTIVE: This study aimed to evaluate the feasibility and efficacy of a virtual reality (VR) platform for understanding head and neck anatomy in medical education.
STUDY DESIGN: Prospective trial using a pretest/posttest design to assess understanding of head and neck anatomy.
SETTING: Single academic institution.
METHODS: 21 medical students performed a standardized, guided VR experience. Students had completed formal education in cadaveric anatomy and reported varying levels of VR and video game exposure. Baseline knowledge was assessed with a multiple-choice quiz (MCQ) (T1). Students then engaged in an educational experience using the Meta Quest platform, followed by a post-VR MCQ (T2). Outcomes included performance metrics, self-reported confidence, user satisfaction, and potential influence of prior technologic exposure on these outcomes.
RESULTS: Post-VR, the average MCQ score increased from 4.33 ± 1.53 (T1) to 6.67 ± 1.52 (T2) (P < .001). This improvement was consistent across all technological backgrounds, with no significant influence of prior VR (P = .18) or gaming (P = .14) on performance. Subjects found the VR intervention effective for understanding head and neck anatomy, with 90.48% reporting increased confidence in their knowledge. Students rated the VR educational experience highly for control, sensory immersion, and realism, with minimal distraction or frustration.
CONCLUSIONS: Anatomic VR experiences are a valuable adjunct in medical education, enhancing student confidence and understanding of complex head and neck anatomy, independent of technological background.
STUDY DESIGN: Prospective trial using a pretest/posttest design to assess understanding of head and neck anatomy.
SETTING: Single academic institution.
METHODS: 21 medical students performed a standardized, guided VR experience. Students had completed formal education in cadaveric anatomy and reported varying levels of VR and video game exposure. Baseline knowledge was assessed with a multiple-choice quiz (MCQ) (T1). Students then engaged in an educational experience using the Meta Quest platform, followed by a post-VR MCQ (T2). Outcomes included performance metrics, self-reported confidence, user satisfaction, and potential influence of prior technologic exposure on these outcomes.
RESULTS: Post-VR, the average MCQ score increased from 4.33 ± 1.53 (T1) to 6.67 ± 1.52 (T2) (P < .001). This improvement was consistent across all technological backgrounds, with no significant influence of prior VR (P = .18) or gaming (P = .14) on performance. Subjects found the VR intervention effective for understanding head and neck anatomy, with 90.48% reporting increased confidence in their knowledge. Students rated the VR educational experience highly for control, sensory immersion, and realism, with minimal distraction or frustration.
CONCLUSIONS: Anatomic VR experiences are a valuable adjunct in medical education, enhancing student confidence and understanding of complex head and neck anatomy, independent of technological background.