Purpose: Extended reality (XR) technology enhances learning in medical education. The purpose of this study was to develop and apply a case-based approach for teaching radiological anatomy utilizing XR technology for improved student exploration and engagement. Methods: The workflow consisted of MRI scanning cadavers followed by radiological, pathological, and anatomical assessment, and finally case presentation based on XR visualizations and student interaction. Case information (Subject, History, and Physical Exam) was presented to student groups who generated and recorded hypotheses using Google Forms. Results: Use of all components of the system was voluntary and a total of 74 students responded to the survey request (response rate = 95%). Assessment of the experience was conducted through a qualitative survey comprising four Likert scale questions (1-5, 1 lowest), three binary questions, and open-ended comments. Mean, standard deviation, and overall agreement (mean +/- SD, OA) showed that students found MRI scans of cadavers to be helpful for dissections (4.14 +/- 1.1, 74.3%) and provided an understanding of relevant anatomy (4.32 +/- 0.9, 79.7%), while 78.4% of students used the DICOM viewer to visualize scans of cadavers. The difficulty of use was found to be average (2.90 +/- 1.0, 23%). zSpace visualizations were used by 40.5% of students, generally agreeing that an understanding of spatial relationships improved as a result (3.60 +/- 1.0, 43.2%). More case-based sessions were favored by 97.3% of students. Conclusions: Results suggest that cadaveric MRI radiological visualization and XR technology enhance understanding of case-based anatomical dissections and encourage student exploration and engagement.

Due to the COVID‐19 pandemic, there is increased interest to effectively deliver educational curricula remotely to diverse student populations. Case‐based cadaveric MRI visualization and extended reality (XR) technology enhances learning experiences in medicine. The purpose of this study was to demonstrate that a virtual, multi‐departmental workflow utilizing MRI, XR technology, and a “patient” group, represented by the John A. Burns School of Medicine (JABSOM) Willed Body Program, supplements case‐based learning and promotes student exploration and engagement equally in cross‐cultural cohorts represented by American and Turkish medical students.

As part of the AAMC accreditation process, medical school faculty must “define patient types and clinical conditions that all students are expected to encounter” and generate learning experiences (LCME Standard 6: www.lcme.org/publications). The purpose of this study was to develop a multi‐departmental workflow for gross anatomy dissection utilizing our unique “patient” group represented by our Willed Body Program (WBP). This workflow was applied to the Head and Neck dissection series. MRI scans of WBP donors were obtained, subsequent to embalming, and were uploaded to rad3d.com. “Subject (S)”, “Medical History (M)” and “Physical Exam (PE)” data were uploaded followed by “Radiology (R)” and “Pathology (P)” reports. Students were presented with initial assessment information that was discussed within groups. Hypotheses were generated and recorded with Google Forms. Students were subsequently presented with R and P reports while using the software during the interactive session. Students also accessed relevant 3D segmented, photogrammetric and illustrative models. Diagnostic features were reviewed and diagnoses were rendered, which were subsequently tested in a dissection exercise. The models were also viewed as XR models using zSpace computers. Results of the hypothesis testing revealed that students were able to identify neurological abnormalities related to radiological findings in cadavers. However, some hypotheses were disconnected from the official cause of death. A survey of seven questions was conducted to assess student opinion (n=73) using a 5‐point Likert scale. Results showed that students found MRI scans of cadavers to be useful while dissecting and that MRI scans provided an understanding of relevant anatomy, as demonstrated by a mean score of 4.14 (SD 1.1) and 4.34 (SD 0.9). 78.1% of students used Rad3D software to view MRI scans of cadavers. However, difficulty of use was found to be average as demonstrated by a mean score of 2.92 (SD 1.0). 41.1% of students used zSpace technology with a majority of students agreeing that it provided an understanding of spatial relationships of the diseased structures, as demonstrated by a mean score of 3.60 (SD 1.0), while 97.3% of students reported wanting more interactive sessions using MRI scans of cadavers. Based on these results, we conclude that cadaveric MRI scan visualization promotes medical student hypothesis generation and is useful in students’ understanding of anatomical dissections and Problem‐Based Learning cases. Furthermore, we conclude that this approach is consistent with student directed learning and deserves further exploration as the basis for gross anatomy dissection in the medical curriculum.Support or Funding InformationSupported, in part, by XLR8UH and Quake VC.