Beyond the textbook : the impact of immersive technology compared to traditional approaches in anatomy education

Katti, Karuna and Brassett, Cecilia and Patel, Krishan (2025) Beyond the textbook : the impact of immersive technology compared to traditional approaches in anatomy education. Clinical Anatomy. pp. 37-38. ISSN 0897-3806

Abstract

Traditional anatomy education consists of textbooks, physical models, and cadavers all with varying engagement, spatial understanding and knowledge acquisition. This literature review evaluates the effectiveness of immersive technology (virtual, augmented and mixed reality) as novel alternatives in comparison to more traditional approaches. A systematic search of PubMed, Embase and Cochrane databases yielded 590 results. Applying a pre-defined inclusion criteria identified 15 relevant systematic reviews. A subsequent search, based on the most recent review, added 10 relevant randomised controlled trials (RCTs). Results reveal a heterogenous and context-dependent picture. While only 33% of systematic reviews recommended immersive technology over traditional methods, 93% suggested immersive technology to be used alongside other approaches. All 10 RCTs identify immersive technology as valuable, either independently or combined with traditional methods. Some studies demonstrate immersive technology as improving knowledge acquisition and examination performance; others report comparable or inferior results. However, immersive technology consistently enhances student engagement, enjoyment and motivation. This review also identified limitations to immersive technology such as cybersickness and technical issues. Current evidence is inconclusive on its superiority over traditional approaches. Immersive technology shows significant promise for integration into anatomy education. However, immersive technology should supplement, not replace, traditional approaches until more conclusive evidence emerges.