ReviewActa medica academica2025
Virtual and Augmented Reality in Anatomy Education: Exploring New Horizons.
Review in Acta medica academica, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed.
- Evaluating knowledge acquisition, confidence, and cognitive workload in immersive virtual reality anatomy education: a prospective study of medical students.Surgical and radiologic anatomy : SRA · 2026Article
- The Roozbehi Integrated Spiral Anatomy Model (R-ISAM): a five-phase framework for fully integrated anatomical sciences education.BMC medical education · 2026Article
- B-onic Platform: A Single-Center Clinical Evaluation of an Integrated FabLab Workflow for Patient-Specific Surgical Planning and XR-Based Validation.Journal of clinical medicine · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
11 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This review explores how virtual and augmented reality technologies are transforming medical education and clinical practice, particularly in anatomy instruction. Virtual and augmented reality technologies are reshaping our perception and interaction with anatomical structures. Their integration into medical practice has introduced opportunities in diagnostics, surgical training, rehabilitation, and patient education. With the increasing number of U.S. Food and Drug Administration approvals, these technologies offer a transformative shift in the teaching and practice of medicine. Virtual environments facilitate detailed anatomical visualization, offering students and trainees immersive and interactive experiences. This paper highlights the role of these technologies in enhancing educational methods, improving knowledge retention, and overcoming traditional limitations, such as the scarcity of cadavers.
conclusionVirtual and augmented reality offer novel educational tools in the health sciences, providing cost-effective, accessible, and innovative approaches to anatomy education and clinical application. Further research is required to elucidate the benefits of these technologies in the education and training of medical students.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.