Evidence map›Paper›PMID 41605984›Full record

ArticleScientific reports2026

Evaluation of virtual reality versus plastinated specimens in musculoskeletal anatomy education for second year medical students.

Eduardo Araújo de Melo, Aldo Fonseca de Souza, Ivana Lorena de Oliveira Nicácio, Celcimar Alves Camara, Expedito Silva do Nascimento Júnior, George Dantas de Azevedo, José Rodolfo Lopes de Paiva Cavalcanti, Sebastião Pacheco Duque Neto, Raphael Raniere de Oliveira Costa, Eudes Euler de Souza Lucena

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Scientific reports, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

10 authors.

Eduardo Araújo de MeloEducation, Work and Innovation in Medicine Postgraduate Program, Federal University of Rio Grande do Norte, Caicó, Brazil.
Aldo Fonseca de SouzaMorphology Department, Federal University of Rio Grande do Norte, Natal, Brazil.
Ivana Lorena de Oliveira NicácioMorphology Department, Federal University of Rio Grande do Norte, Natal, Brazil.
Celcimar Alves CamaraMorphology Department, Federal University of Rio Grande do Norte, Natal, Brazil.
Expedito Silva do Nascimento JúniorMorphology Department, Federal University of Rio Grande do Norte, Natal, Brazil.
George Dantas de AzevedoEducation, Work and Innovation in Medicine Postgraduate Program, Federal University of Rio Grande do Norte, Caicó, Brazil.
José Rodolfo Lopes de Paiva CavalcantiFaculty of Health Sciences, University of State of Rio Grande do Norte, Mossoró, Brazil.
Sebastião Pacheco Duque NetoEducation, Work and Innovation in Medicine Postgraduate Program, Federal University of Rio Grande do Norte, Caicó, Brazil.
Raphael Raniere de Oliveira CostaEducation, Work and Innovation in Medicine Postgraduate Program, Federal University of Rio Grande do Norte, Caicó, Brazil.
Eudes Euler de Souza LucenaEducation, Work and Innovation in Medicine Postgraduate Program, Federal University of Rio Grande do Norte, Caicó, Brazil. eudes.lucena@ufrn.br.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

There are diversified methods for human anatomy teaching lined with curricular matrices of the biomedical field. This research identified the effect of human anatomy resources teaching on cognitive performance, motivation in medical undergraduate. Students were allocated in a virtual reality group and a plastinated specimens’ group. Cognitive performance and motivation were measured before and after training of human anatomy skills focused on musculoskeletal system. No statistically significant differences were observed between the groups in cognitive performance scores or confidence in assigning responses to test items (p > 0.05). However, intra-group analysis revealed notable improvements in both metrics after the intervention. These findings demonstrate that both plastinated specimens and immersive technologies are effective tools for enhancing learning in anatomy education. The results highlight the value of methodological diversity and support the integration of innovative, ethically grounded approaches in the context of teaching human anatomy focused on musculoskeletal muscles.

Indexed as

AnatomyEducation, Medical, UndergraduateMusculoskeletal SystemPlastinationStudents, MedicalVirtual RealityCurriculumFemaleHumansMaleHuman anatomyMedical educationMusculoskeletal systemTeaching

Identifiers

PMID41605984
PMCPMC12867964

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
Read underepoch 390

Registered trials

None linked

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.