(PO-062) Virtual Reality and Multiplanar Methods for Learning Anatomy and Radiology

Author: Brianna C. Kosecki, D.D.S. Candidate – University of Michigan School of Dentistry
Author: Duy Bui, D.D.S. – University of Michigan School of Dentistry
Author: Erika Benavides, D.D.S. Ph.D. – Clinical Professor, University of Michigan School of Dentistry
Author: Fabiana Soki, D.D.S., Ph.D., MDSc. – Clinical Assistant Professor, University of Michigan School of Dentistry
Author: Vidya Ramaswamy, Ph.D. – Associate Director for Curriculum & Program Evaluation, University of Michigan School of Dentistry
Author: Hera Kim-Berman, D.D.S., MMSc. – Clinical Associate Professor, University of Michigan School of Dentistry
Submitter: Brianna C. Kosecki, D.D.S. Candidate – University of Michigan School of Dentistry

Objective: The goal of this study was to look at the effectiveness of virtual reality and multiplanar methods for student learning of radiographic anatomy and concepts of 3D imaging using cone beam computed tomography.

Methods: First year dental students (n=56) were randomly assigned to either the multiplanar or virtual reality educational intervention groups. Each participant received orientation training followed by one-on-one educational intervention with an instructor in 3D imaging and anatomical identification using either the multiplanar method, using InVivo software with a computer and mouse, or virtual reality method using Immersive View software and an immersive head mounted device with hand controllers. The students were given a pretest before the intervention, a post-test immediately after the intervention and a recall test 2 weeks following the intervention. The test consisted of 10 multiple choice questions pertaining to anatomic landmark identification and 3D imaging concepts. Audio files of student-teacher interactions were recorded and analyzed for the length and types of interaction. Data analysis included F-Test of variances, independent sample T-test, repeated measure ANOVA and Tukey-Kramer post hoc tests (p < 0.05).

Results: Following the intervention, there was a significant increase in the mean test scores of the multiplanar group from 3.2 at pre-test to 6.6 at post-test. There also was a significant increase in the mean test scores of the virtual reality group from 3.6 at pre-test to 6.7 at post-test. Long term recall for the multiplanar group and the virtual reality groups were both maintained at 6.4. Average student-teacher interactions times for multiplanar and virtual reality were similar at 31 minutes and 32 minutes respectively. The average number and types of interactions were also similar between the groups.

Conclusion: Both multiplanar and virtual reality methods were effective in dental student learning and long term recall of 3D imaging concepts and radiographic anatomy.