Assessment of Mixed-Reality Technology Use in Remote Online Anatomy Education

Research
Written By Chrissy Lupo

Susanne Wish-Baratz, PhD, MBA; Andrew R. Crofton, PhD; Jorge Gutierrez, BA; Erin Henninger, MBA; Mark A. Griswold, PhD. JAMA Netw Open. 2020 Sep; 3(9): e2016271. Published online 2020 Sep 17. DOI: 10.1001/jamanetworkopen.2020.16271

The coronavirus disease 2019 (COVID-19) pandemic has presented challenges for education worldwide, especially in medical schools that rely on cadaver-based dissection for anatomy. The advent of commercial mixed-reality (MR) technology, such as the HoloLens (Microsoft Corporation), offers new possibilities for anatomy education.1 At CaseWestern Reserve University (CWRU), the state of Ohio’s shelter in place order meant that students did not return from spring break in 2020, requiring an urgent modification to the anatomy curriculum, which has featured MR technology since 2018.2. We report our initial experience using MR to teach anatomy remotely to students located throughout North America.

Chrissy Lupo
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Study shows significantly more positive responses to mixed-reality and finds mixed-reality easier for learning and teamwork.
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Mixed Reality as a time-efficient alternative to cadaveric dissection