Enhancing gross human anatomy education with virtual reality : assessing effectiveness, student engagement, and the case for a blended approach

Abstract

Human anatomy is fundamental to healthcare education, supporting accurate diagnosis, treatment, and interprofessional communication. Traditional cadaver-based teaching especially among medical students, though effective, faces challenges related to cost, logistics, and ethics, leading to the adoption of alternatives such as two-dimensional (2D) diagrams and three-dimensional (3D) models, which often fail to convey complex anatomical relationships. This study explored the use of virtual reality (VR) at a local university in Hong Kong as an immersive tool for teaching human anatomy to radiography students. Sixty-one undergraduate students participated in VR-based sessions, interacting with 3D anatomical models and simulated dissections. Post-session questionnaires assessed engagement, perceived learning enhancement, satisfaction, and attitudes toward VR as a replacement for cadaveric teaching. Results showed that VR is a promising, engaging, and cost-effective supplement to traditional human anatomy teaching, rather than a standalone replacement. When integrated with effective facilitation, technical optimisation, and improved accessibility, VR can enhance student engagement, comprehension, and professional preparedness. This approach not only maximises learning outcomes but also equips future healthcare professionals for a technology-rich clinical environment.