Perspectives of premedical students at a Medical University College in Malaysia regarding augmented reality integration in anatomy education: cross-sectional study

Background: For novice anatomy learners, studying human anatomy using textbooks, 2D learning materials, and static anatomical models frequently causes challenges in understanding complex anatomical structures. Since access to dissected human donor bodies is limited in many premedical programs, researchers are concerned with exploring novel supplementary approaches to anatomy learning. This research explores the effectiveness of an augmented reality (AR) app in enhancing the anatomy learning experiences of premedical students. Objective: This cross-sectional study was conducted to evaluate premedical students’ perceptions of AR integration in early anatomy learning and to examine whether these perceptions differ according to the students’ demographic variables. Methods: An AR app was introduced to premedical students during anatomy practical sessions. Participants were divided into groups of 4, and a volunteer from each group wore a garment that displayed dynamic anatomical visuals when scanned with a smartphone or tablet. Participants then evaluated their anatomy learning experiences using a survey questionnaire after using the AR app for 1 hour. Results: A total of 284 participants were included in the study. Based on the participants’ ratings of the anatomy learning app with AR, the overall perception score was high (median 4.92, IQR 4.17‐5.00). A statistically significant difference in perception score was observed between male and female students (ρ=0.212; P<.001), with female students reporting more favorable opinions of the AR app. However, no statistically significant associations were observed between perception and age (ρ=0.034; P=.57), student batch number (ρ=-0.009; P=.88), or monthly household income (ρ=−0.041; P=.49). Conclusions: By providing interactive learning experiences, AR is positively perceived among diverse premedical student backgrounds; thus, it has broad potential to serve as a valuable supplementary tool to complement conventional teaching practices for novice anatomy learners.

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