AI Article Synopsis
- The study assessed the effectiveness of the IVALA® augmented reality (AR) heart program compared to traditional textbook learning in pre-veterinary students, focusing on cardiac anatomy and function.
- Despite both groups showing an average 24.5% improvement in cardiac knowledge after a 60-minute intervention, there was no significant difference in post-test scores between AR and traditional methods.
- A significant majority (83.8%) of participants expressed a preference for the AR learning experience, highlighting its potential to enhance engagement and enthusiasm in veterinary education.
Article Abstract
Unlabelled: Strong understanding of cardiac anatomy and function are essential components of veterinary medical education; however, the heart is considered challenging to comprehend due to its complexity. This study introduced and assessed a new learning resource, the IVALA® augmented reality (AR) heart program in a cohort of pre-veterinary students. Students were randomly divided into traditional textbook learning and AR learning groups. All students underwent a pre- and post-intervention testing assessing baseline cardiac anatomy knowledge, as well as pre-intervention evaluation of inherent spatial awareness. Teaching and learning included a 60-min cadaveric learning experience guided by either traditional learning resources or the IVALA® program. All students completed a participant survey about their learning experiences. Seventy-four students (36 in the control, and 38 in the IVALA® group) participated in the research. Overall, students improved in cardiac knowledge by an average of 24.5% after intervention regardless of study methodology. No significant difference in post-test improvement was noted between the two groups. On a 20-question assessment, students in the IVALA group improved by an average of 4.9 questions correct over their pre-intervention test, and the control group improved by an average of 4.8 questions ( = 0.9). A positive correlation was found between spatial awareness scores and post-test improvement regardless of cohort group ( = 0.03). Sixty-two individuals (83.8%) completing the participant survey reported an overwhelming preference for learning with AR compared to traditional methods. This study illustrates student preference of IVALA® program in learning anatomy of the heart and supports its use is as effective as traditional methods of teaching with the benefit of increased enthusiasm and engagement.
Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-021-01260-8.
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|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8368292 | PMC |
| http://dx.doi.org/10.1007/s40670-021-01260-8 | DOI Listing |
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