The Effect of Stereoscopic Augmented Reality Visualization on Learning Anatomy and the Modifying Effect of Visual‐Spatial Abilities: A Double‐Center Randomized Controlled Trial-Reference-Cited by-同舟云学术

The Effect of Stereoscopic Augmented Reality Visualization on Learning Anatomy and the Modifying Effect of Visual‐Spatial Abilities: A Double‐Center Randomized Controlled Trial

Published:2020-01-27 Issue:5 Volume:13 Page:558-567
ISSN:1935-9772
Container-title:Anatomical Sciences Education
language:en
Short-container-title:Anat Sci Educ

Author:

Bogomolova Katerina¹²^ORCID,Ham Ineke J.M.³,Dankbaar Mary E.W.⁴,Broek Walter W.⁴,Hovius Steven E.R.⁵⁶,Hage Jos A.¹²,Hierck Beerend P.²⁷⁸⁹

Affiliation:

1. Department of Surgery Leiden University Medical Center Leiden The Netherlands

2. Center for Innovation of Medical Education Leiden University Medical Center Leiden The Netherlands

3. Department of Neuropsychology Leiden University Leiden The Netherlands

4. Institute for Medical Education Research Rotterdam Rotterdam Erasmus University Medical Center Rotterdam The Netherlands

5. Department of Plastic and Reconstructive Surgery and Hand Surgery Rotterdam Erasmus University Medical Center Rotterdam The Netherlands

6. Department of Plastic and Reconstructive Surgery Radboud University Medical Center Nijmegen The Netherlands

7. Department of Anatomy and Embryology Leiden University Medical Center Leiden The Netherlands

8. Centre for Innovation Leiden University The Hague The Netherlands

9. Leiden Teachers' Academy Leiden University Leiden The Netherlands

Publisher

Wiley

Subject

Embryology,General Medicine,Histology,Anatomy

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/ase.1941

Reference62 articles.

1. Do we need dissection in an integrated problem-based learning medical course? Perceptions of first- and second-year students

2. Enhancement of Anatomical Education Using Augmented Reality: An Empirical Study of Body Painting

3. How much anatomy is enough?

4. Students’ perceptions of anatomy across the undergraduate problem-based learning medical curriculum: a phenomenographical study

5. Enhancing teaching through constructive alignment

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