165 - Exploring the Use of a Novel Virtual Reality Anatomy Tool on Biomedical Illustrator Trainees’ Depth Perception

Poster Board Number: 165
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Kristina Lisk, PhD - Assistant Professor, Temerty Faculty of Medicine, University of Toronto

Abstract Body :
Introduction and Objectives: Advancements in technology have introduced many innovative digital anatomy learning tools that aim to provide realistic visualizations of anatomical structures and promote active learning. Despite the inherent appeal of these advanced visualizations, studies on virtual reality (VR) learning environments demonstrate conflicting results regarding the effectiveness of three-dimensional visualization technology (3DVT) on anatomy knowledge acquisition. To inform resource selection for the implementation of 3DVT into anatomy curricula, this crossover study examines the effect of a VR anatomy tool and prosection on biomedical illustrator trainee’s perception of depth through a series of illustrations. Methods: Prior to the illustration activity, participants completed the Vandenberg and Kuse mental rotation test (MRT-A) and stereofly and circle test as a measure of their visual spatial ability and stereoacuity, along with a training module using the VR tool. During the activity, participants completed a baseline illustration while referencing a 2D cadaveric image, followed by random assignment to using either the VR anatomy tool or prosection. For each modality, participants were given 30 minutes to complete their sketch on tracing paper, followed by a 10-minute washout period. Following the activity, participants completed a survey that contained questions related to their VR learning experience using Likert-scale items and the Cybersickness in VR Questionnaire. Illustrations will be scored by two subject matter experts using a validated scoring rubric and these scores will be compared against modality. Results: Participants (n=17) had an average stereoacuity of 80 seconds of Arc and scored on average 12.35±3.6 on the MRT-A. Participants reported that they were able to visualize 3D structures more readily using the VR tool (77%, n=13) and that it enhanced their learning experience (89%, n=15); however, few participants (24%, n=4) preferred the VR tool compared to prosection. Further, the majority of participants experienced absent to mild cybersickness symptoms, such as nausea, dizziness, and visually induced fatigue after 30-minutes of using the VR headset.Conclusions and Future Directions: The findings of this study are congruent with previous research which suggests that novel visualization tools can enhance students’ anatomy learning experience. Future inferential statistical analysis will examine participants’ illustration scores to determine whether different learning modalities affect trainees' depth perception.