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Cited by 46Anatomy and Medical TechnologyAugmented Reality ApplicationsSurgical Simulation and Training

3D visualization technology for Learning human anatomy among medical students and residents: a meta- and regression analysis

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Wang, Junming, Li, Wenjun, Dun, Aishe, Zhong, Ning, Ye, Zhen·2024·BMC Medical Education
DOI 10.1186/s12909-024-05403-4PMC PMC11055294

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Abstract

Background: 3D visualization technology applies computers and other devices to create a realistic virtual world for individuals with various sensory experiences such as 3D vision, touch, and smell to gain a more effective understanding of the relationships between real spatial structures and organizations. The purpose of this study was to comprehensively evaluate the effectiveness of 3D visualization technology in human anatomy teaching/training and explore the potential factors that affect the training effects to better guide the teaching of classroom/laboratory anatomy. Methods: We conducted a meta-analysis of randomized controlled studies on teaching human anatomy using 3D visualization technology. We extensively searched three authoritative databases, PubMed, Web of Science, and Embase; the main outcomes were the participants’ test scores and satisfaction, while the secondary outcomes were time consumption and enjoyment. Heterogeneity by I² was statistically determined because I²> 50%; therefore, a random-effects model was employed, using data processing software such as RevMan, Stata, and VOSviewer to process data, apply standardized mean difference and 95% confidence interval, and subgroup analysis to evaluate test results, and then conduct research through sensitivity analysis and meta-regression analysis. Results: Thirty-nine randomized controlled trials (2,959 participants) were screened and included in this study. The system analysis of the main results showed that compared with other methods, including data from all regions 3D visualization technology moderately improved test scores as well as satisfaction and enjoyment; however, the time that students took to complete the test was not significantly reduced. Meta-regression analysis also showed that regional factorsaffected test scores, whereas other factors had no significant impact. When the literature from China was excluded, the satisfaction and happiness of the 3D virtual-reality group were statistically significant compared to those of the traditional group; however, the test results and time consumption were not statistically significant. Conclusion: 3D visualization technology is an effective way to improve learners’ satisfaction with and enjoyment of human anatomical learning, but it cannot reduce the time required for testers to complete the test. 3D visualization technology may struggle to improve the testers’ scores. The literature test results from China are more prone to positive results and affected by regional bias.

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  • Excessive reliance on AI technologies may potentially reduce students' independent problem-solving abilities.

    “Third, although AI tools provide valuable learning support, excessive reliance on AI technologies may potentially reduce students’ independent problem-solving abilities [41, 42].”

    From Effectiveness of a generative AI-powered digital tutor integrated with a knowledge graph in anatomy education for nursing students: a randomized controlled trial (2026) · cites this paper as [42]

    The Discussion describes benefits and limitations of 3D visualization in anatomy education, but does not address excessive reliance on AI or students’ independent problem-solving abilities. Searches for overreliance, AI, and independent problem-solving found no passage addressing that claim. Page numbers were not available in our copy. (LLM, conf=0.76)

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Cited by

Sorted by citations

Authors
Wang, J., Li, W., Dun, A., Zhong, N., & Ye, Z.
Affiliations
  • Shandong Provincial QianFoShan Hospital (CN)
  • Shandong First Medical University (CN)
Corresponding author
  • Zhong, Ning
  • Ye, Zhen
ORCID
Venue
BMC Medical Education
Publisher
Springer Science and Business Media LLC
Published
2024-04-26
Volume
24
Issue
1
Pages
461-461
ISSN
1472-6920 (ISSN-L)
DOI
10.1186/s12909-024-05403-4
PMC
PMC11055294
OpenAlex
W4395676085
Cited by
46
References
1
Citations by year
2026: 21 · 2025: 19 · 2024: 6
FWCI
1.65
Type
journal article
Language
en
Open access
Licence
Locations
  • BMC Medical Education (publishedVersion, cc-by)
  • Research Square (acceptedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
Shandong First Medical University of Medical Sciences 2022 Clinical Medicine Excellence Class Undergraduate Science and Technology Innovation Program Project
Topics
  • Physical Sciences › Engineering › Biomedical Engineering › Anatomy and Medical Technology
  • Physical Sciences › Computer Science › Computer Vision and Pattern Recognition › Augmented Reality Applications
  • Health Sciences › Medicine › Surgery › Surgical Simulation and Training
Keywords
human anatomy education, virtual reality, medical students, residents (medical training), test scores, student satisfaction, enjoyment, regional bias, anatomy teaching methods
MeSH terms
Virtual Reality, Anatomy, Computer-Assisted Instruction, Humans, Internship and Residency, Regression Analysis, Students, Medical, Randomized Controlled Trials as Topic, Imaging, Three-Dimensional

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