ArticleJMIR medical education2026
Perspectives of Premedical Students at a Medical University College in Malaysia Regarding Augmented Reality Integration in Anatomy Education: Cross-Sectional Study.
Article in JMIR medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: For novice anatomy learners, studying human anatomy using textbooks, 2D learning materials, and static anatomical models frequently causes challenges in understanding complex anatomical structures. Since access to dissected human donor bodies is limited in many premedical programs, researchers are concerned with exploring novel supplementary approaches to anatomy learning. This research explores the effectiveness of an augmented reality (AR) app in enhancing the anatomy learning experiences of premedical students. Objective: This cross-sectional study was conducted to evaluate premedical students' perceptions of AR integration in early anatomy learning and to examine whether these perceptions differ according to the students' demographic variables. Methods: An AR app was introduced to premedical students during anatomy practical sessions. Participants were divided into groups of 4, and a volunteer from each group wore a garment that displayed dynamic anatomical visuals when scanned with a smartphone or tablet. Participants then evaluated their anatomy learning experiences using a survey questionnaire after using the AR app for 1 hour. Results: A total of 284 participants were included in the study. Based on the participants' ratings of the anatomy learning app with AR, the overall perception score was high (median 4.92, IQR 4.17-5.00). A statistically significant difference in perception score was observed between male and female students (ρ=0.212; P<.001), with female students reporting more favorable opinions of the AR app. However, no statistically significant associations were observed between perception and age (ρ=0.034; P=.57), student batch number (ρ=-0.009; P=.88), or monthly household income (ρ=-0.041; P=.49). Conclusions: By providing interactive learning experiences, AR is positively perceived among diverse premedical student backgrounds; thus, it has broad potential to serve as a valuable supplementary tool to complement conventional teaching practices for novice anatomy learners.
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.