{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,9]],"date-time":"2026-10-09T22:02:24Z","timestamp":1791583344982,"version":"4.3.4"},"reference-count":34,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2024,4,7]],"date-time":"2024-04-07T00:00:00Z","timestamp":1712448000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100014162","name":"Queen Mary Innovation","doi-asserted-by":"publisher","id":[{"id":"10.13039\/501100014162","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["anatomypubs.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Anatomical Sciences Ed"],"published-print":{"date-parts":[[2024,6]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>Immersive virtual reality (i\u2010VR) is a powerful tool that can be used to explore virtual models in three dimensions. It could therefore be a valuable tool to supplement anatomical teaching by providing opportunities to explore spatial anatomical relationships in a virtual environment. However, there is a lack of consensus in the literature as to its effectiveness as a teaching modality when compared to the use of cadaveric material. The aim of our study was to compare the effectiveness of i\u2010VR in facilitating understanding of different anatomical regions when compared with cadaveric prosections for a cohort of first\u2010 and second\u2010year undergraduate medical students. Students (<jats:italic>n<\/jats:italic>\u2009=\u200992) enrolled in the MBBS program at Queen Mary University of London undertook an assessment, answering questions using either Oculus i\u2010VR headsets, the Human Anatomy VR\u2122 application, or prosection materials. Utilizing ANOVA with Sidak's multiple comparison test, we found no significant difference between prosections and i\u2010VR scores in the abdomen (<jats:italic>p<\/jats:italic>\u2009=\u20090.6745), upper limb (<jats:italic>p<\/jats:italic>\u2009=\u20090.8557), or lower limb groups (<jats:italic>p<\/jats:italic>\u2009=\u20090.9973), suggesting that i\u2010VR may be a viable alternative to prosections in these regions. However, students scored significantly higher when using prosections when compared to i\u2010VR for the thoracic region (<jats:italic>p<\/jats:italic>\u2009&lt;\u20090.0001). This may be due to a greater need for visuospatial understanding of 3D relationships when viewing anatomical cavities, which is challenged by a virtual environment. Our study supports the use of i\u2010VR in anatomical teaching but highlights that there is significant variation in the efficacy of this tool for the study of different anatomical regions.<\/jats:p>","DOI":"10.1002\/ase.2419","type":"journal-article","created":{"date-parts":[[2024,4,7]],"date-time":"2024-04-07T23:54:21Z","timestamp":1712534061000},"page":"763-769","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":22,"title":["A comparison of virtual reality anatomy models to prosections in station\u2010based anatomy teaching"],"prefix":"10.1002","volume":"17","author":[{"ORCID":"https:\/\/orcid.org\/0009-0008-8765-5857","authenticated-orcid":false,"given":"Geetika","family":"Ail","sequence":"first","affiliation":[{"name":"Institute of Health Sciences Education, Faculty of Medicine and Dentistry Queen Mary University of London  London 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