Objective: Virtual reality technology attracts attention as one of the innovative educational materials. The technology has the ability to embody abstract concepts, to animate situations that are difficult to see in reality, and to show relationships between structures. The technology can be used as an aid to anatomy education which is known to be a serious problem in terms of real-life experience and is the basis of medical education. The aim of this research is to examine the effect of using virtual reality technology as an instructional material in anatomy education academic achievement of students, compared to three-dimensional desktop training practice or model-based training. The academic success of Experiment-II group using virtual reality training simulation is significantly higher than Experiment-I group using threedimensional desktop training material.and control group. Anatomical structures naming skill scores of Experiment-II group using virtual reality training simulation is significantly higher than Experiment-I group using three-dimensional desktop training material and control group.
Methods: The study was carried out with a full experimental model with pre - test and post - test control groups and participants of the research are 68 students in 3rd year of Marmara University Faculty of Medicine in 2017–2018 school year. Students were divided into three groups (Control: 22 people, Experiment-I: 23 people and Experiment-II: 23 people) according to the scores they received from the previous anatomy committee. In order to measure academic achievement, the Nervous System Academic Achievement Test developed by researchers and using the KR-20 reliability coefficient of .80 and weekly practice tests were used.
Results: According to findings in the research, it has been found that using virtual reality training simulation in anatomy training is significantly more effective in terms of academic achievement than both models used as current training material and three dimensional desktop training material.
Conclusion: As a result, it has been found that virtual reality applications are more successful in establishing the meronymy between the structures, making the complex subjects more concrete by embodying the contents that cannot be seen or examined in detail, positively contributing to the education process.
|Subjects||Health Care Sciences and Services|
|Journal Section||Letters to the Editor|
|APA||Topuz, Y . (2018). N/A Correction: (O-74) Virtual reality technology in anatomy education. Anatomy, 12 (3), 158-158. Retrieved from http://dergipark.org.tr/anatomy/issue/44861/558303|
|MLA||Topuz, Y . "N/A Correction: (O-74) Virtual reality technology in anatomy education". Anatomy 12 (2018): 158-158 <http://dergipark.org.tr/anatomy/issue/44861/558303>|
|Chicago||Topuz, Y . "N/A Correction: (O-74) Virtual reality technology in anatomy education". Anatomy 12 (2018): 158-158|
|RIS||TY - JOUR T1 - N/A Correction: (O-74) Virtual reality technology in anatomy education AU - Yasemin Topuz Y1 - 2018 PY - 2018 N1 - DO - T2 - Anatomy JF - Journal JO - JOR SP - 158 EP - 158 VL - 12 IS - 3 SN - 1307-8798-1308-8459 M3 - UR - Y2 - 2018 ER -|
|EndNote||%0 Anatomy N/A Correction: (O-74) Virtual reality technology in anatomy education %A Yasemin Topuz %T N/A Correction: (O-74) Virtual reality technology in anatomy education %D 2018 %J Anatomy %P 1307-8798-1308-8459 %V 12 %N 3 %R %U|
|ISNAD||Topuz, Yasemin . "N/A Correction: (O-74) Virtual reality technology in anatomy education". Anatomy 12 / 3 (December 2019): 158-158.|