Abstract
Abstract
Background
Neuroanatomy is widely recognised as one of the most challenging subjects in health professions education due to its complex three-dimensional structures and spatial relationships. Technology-enhanced learning has increasingly been incorporated into neuroanatomy education to facilitate learning. This review aimed to evaluate the effectiveness of technology-enhanced learning interventions in teaching practical neuroanatomy skills.
Methods
This review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Randomised controlled trials published between 2013 –2023 that evaluated technology-enhanced learning interventions in neuroanatomy education were included using a Rayann software. Nine studies met the eligibility criteria and were analysed using the modified Kirkpatrick model to assess educational outcomes.
Results
Learner’s motivation and engagement (Kirkpatrick Level 1) were consistently high. for virtual reality,3D visualisation, and stereoscopic learning modules, with students reporting increased satisfaction, confidence, and perceived understanding. Augmented reality inventions demonstrated more valuable responses, often influenced by design, quality, and implementation. Improvements in objective learning outcomes (Kirkpatrick Level 2) were reported in several studies, particularly those employing 3D visualisation and virtual reality tools. However, these findings were not consistent across all interventions. Technology enhanced learning appeared particularly beneficial for supporting cognitive engagement and visuospatial understanding of complex neuroanatomical concepts. Considerable heterogeneity was observed across intervention types, pedagogical approaches, and outcome measures. Few studies evaluated behavioural changes (Kirkpatrick Level 3) or long term educational impact (Kirkpatrick level 4).
Conclusion
Technology -enhanced learning, particularly 3D visualisation and virtual reality, shows promise as a complementary approach to neuroanatomy education by enhancing learner’s engagement, motivation, confidence, and spatial understanding. While improvement in object knowledge, outcomes were reported in several studies, evidence of superiority over conventional teaching approaches remains inconsistent. The evidence base was restricted to randomised controlled trials and was driven from undergraduate medical student populations, which may limit the generalisability of the findings. Further high -quality longitudinal studies are needed to evaluate behavioural change, long-term knowledge retention, and educational impact.