Name
Enhancing Cadaver-Based Anatomy Education Through Augmented Reality: A
Pilot Evaluation of Apple Vision Pro-Supported Review Sessions
Date & Time
Sunday, June 7, 2026, 4:00 PM - 4:15 PM
Location Name
Oglethorpe H
Speakers
Authors
Darrin A. McFall, University of Arkansas for Medical Sciences
David L. Davies, Ph.D., University of Arkansas for Medical Sciences
Zain Blackwell, University of Arkansas for Medical Sciences
Edward F. Morris, University of Arkansas for Medical Sciences
Jason E. O. Muka, University of Arkansas for Medical Sciences
Megan E. Pelley, University of Arkansas for Medical Sciences
Madeline Wood, University of Arkansas for Medical Sciences
Presentation Topic(s)
Instructional Methods
Description
PURPOSE
Traditional cadaver-based anatomy instruction can be limited by issues of
learner visibility, visualization of deeper structures, and variable
engagement during instructor-led group review sessions. Emerging augmented
reality (AR) technologies such as the Apple Vision Pro offer new
opportunities to overcome these barriers by providing enhanced visualization
from the instructor’s perspective. This pilot study evaluated whether
AR-supported livestreaming could improve structure visibility, engagement,
and perceived educational value for first-year medical students.
METHODS
An Apple Vision Pro was used to capture high-fidelity stereoscopic video
during guided cadaver-based review sessions of the abdomen, pelvis, and
perineum, which are all regions with structures considered difficult for
learners to visualize at the table. AR informational overlays were
incorporated using the 3D Organon application to highlight key structures.
First-year medical students viewed the livestreamed session and completed
pre- and post-session surveys assessing visibility of anatomical structures,
engagement, clarity of instruction, and perceived educational usefulness
using a 5-point Likert scale. Open-ended comments were analyzed qualitatively
to identify recurrent themes or suggestions.
RESULTS
Fifty-eight students participated in the AR-enhanced review. Ratings
indicated improved clarity and visibility of deep anatomical structures
compared to traditional tableside reviews. Many reported that AR allowed them
to see structures they typically could not view during crowded dissections.
Engagement scores were also higher after participating. Qualitative feedback
highlighted benefits related to enhanced visibility, improved spatial
understanding, and the ability to follow the instructor’s line of sight. Some
students noted disorientation from the stereoscopic video and suggested
refinements to camera stability.
CONCLUSIONS
Augmented reality livestreaming of cadaveric review sessions appears to
enhance anatomical learning by improving visibility, engagement, and access
to expert-guided instruction. AR serves as a valuable supplement to
traditional anatomy teaching. Further research with larger cohorts and
additional anatomical regions is warranted to determine its broader
applicability and impact on learning outcomes.
Traditional cadaver-based anatomy instruction can be limited by issues of
learner visibility, visualization of deeper structures, and variable
engagement during instructor-led group review sessions. Emerging augmented
reality (AR) technologies such as the Apple Vision Pro offer new
opportunities to overcome these barriers by providing enhanced visualization
from the instructor’s perspective. This pilot study evaluated whether
AR-supported livestreaming could improve structure visibility, engagement,
and perceived educational value for first-year medical students.
METHODS
An Apple Vision Pro was used to capture high-fidelity stereoscopic video
during guided cadaver-based review sessions of the abdomen, pelvis, and
perineum, which are all regions with structures considered difficult for
learners to visualize at the table. AR informational overlays were
incorporated using the 3D Organon application to highlight key structures.
First-year medical students viewed the livestreamed session and completed
pre- and post-session surveys assessing visibility of anatomical structures,
engagement, clarity of instruction, and perceived educational usefulness
using a 5-point Likert scale. Open-ended comments were analyzed qualitatively
to identify recurrent themes or suggestions.
RESULTS
Fifty-eight students participated in the AR-enhanced review. Ratings
indicated improved clarity and visibility of deep anatomical structures
compared to traditional tableside reviews. Many reported that AR allowed them
to see structures they typically could not view during crowded dissections.
Engagement scores were also higher after participating. Qualitative feedback
highlighted benefits related to enhanced visibility, improved spatial
understanding, and the ability to follow the instructor’s line of sight. Some
students noted disorientation from the stereoscopic video and suggested
refinements to camera stability.
CONCLUSIONS
Augmented reality livestreaming of cadaveric review sessions appears to
enhance anatomical learning by improving visibility, engagement, and access
to expert-guided instruction. AR serves as a valuable supplement to
traditional anatomy teaching. Further research with larger cohorts and
additional anatomical regions is warranted to determine its broader
applicability and impact on learning outcomes.
Presentation Tag(s)
Student Presentation