xml: <clinical_study>
    <!-- This xml conforms to an XML Schema at:
      https://clinicaltrials.gov/ct2/html/images/info/public.xsd -->
    <required_header>
      <download_date>ClinicalTrials.gov processed this data on September 20, 2023</download_date>
      <link_text>Link to the current ClinicalTrials.gov record.</link_text>
      <url>https://clinicaltrials.gov/ct2/show/NCT05985746</url>
    </required_header>
    <id_info>
      <org_study_id>TEACHANATOMY</org_study_id>
      <nct_id>NCT05985746</nct_id>
    </id_info>
    <brief_title>Comparative Study of Augmented Reality vs Traditional Learning in Anatomy Education</brief_title>
    <acronym>TEACHANATOMY</acronym>
    <official_title>Effectiveness of Augmented Reality in Anatomy Education: The TEACHANATOMY Randomized Clinical Trial</official_title>
    <sponsors>
      <lead_sponsor>
        <agency>Balgrist University Hospital</agency>
        <agency_class>Other</agency_class>
      </lead_sponsor>
      <collaborator>
        <agency>University of Zurich</agency>
        <agency_class>Other</agency_class>
      </collaborator>
    </sponsors>
    <source>Balgrist University Hospital</source>
    <oversight_info>
      <has_dmc>No</has_dmc>
      <is_fda_regulated_drug>No</is_fda_regulated_drug>
      <is_fda_regulated_device>No</is_fda_regulated_device>
    </oversight_info>
    <brief_summary>
      <textblock>
        The goal of this clinical trial is to assess the efficacy of augmented reality (AR) in&#xD;
        anatomy teaching.&#xD;
  &#xD;
        The main question to answer is: Is 3-Dimensional AR technology more effective than&#xD;
        traditional learning methods in anatomy education? In this clinical trial undergraduate&#xD;
        medical students with no prior anatomy education will be recruited. Participants in the AR&#xD;
        group will learn the anatomy of the cranial nerves with an AR application using Microsoft&#xD;
        HoloLens 2, whereas participants in the control group will learn with traditional learning&#xD;
        methods (textbooks, atlases, videos, and online learning programs).&#xD;
      </textblock>
    </brief_summary>
    <detailed_description>
      <textblock>
        Anatomy is a central part in medical training and is traditionally taught through lectures,&#xD;
        textbooks, videos and cadaver dissections. Cadaver dissections are important to understand&#xD;
        spatial relationships and individual variations of anatomical structures. In many&#xD;
        universities, however, financial and ethical considerations, as well as uncommon&#xD;
        circumstances such as the COVID-19 pandemic, have restricted access to cadaver dissections.&#xD;
        Consequently, new teaching methods based on visual technologies such as augmented reality&#xD;
        (AR) are being implemented worldwide. AR can generate realistic 3-dimensional (3D) images&#xD;
        overlaid in the real-word environment, merging real and virtual world to provide an&#xD;
        interactive learning experience. The use of such technologies in education is still in the&#xD;
        early stages, and further research is needed to assess their beneficial impact in knowledge&#xD;
        acquisition. The TEACHANATOMY project aim to develop a 3D, interactive AR teaching module&#xD;
        focused on the anatomy of the cranial nerves. To assess its potential value in anatomy&#xD;
        education, the investigators will perform a study to compare traditional learning methods&#xD;
        based on textbooks, videos, and online resources, with the novel AR learning module using the&#xD;
        HoloLens 2 (Microsoft Corporation). The goal is to assess whether AR technology can improve&#xD;
        anatomical knowledge and enhance student's motivation and engagement.&#xD;
      </textblock>
    </detailed_description>
    <overall_status>Completed</overall_status>
    <start_date type="Actual">August 21, 2022</start_date>
    <completion_date type="Actual">October 24, 2022</completion_date>
    <primary_completion_date type="Actual">October 24, 2022</primary_completion_date>
    <phase>N/A</phase>
    <study_type>Interventional</study_type>
    <has_expanded_access>No</has_expanded_access>
    <study_design_info>
      <allocation>Randomized</allocation>
      <intervention_model>Parallel Assignment</intervention_model>
      <primary_purpose>Other</primary_purpose>
      <masking>None (Open Label)</masking>
    </study_design_info>
    <primary_outcome>
      <measure>Knowledge acquisition</measure>
      <time_frame>Immediately after the study session, Day 1</time_frame>
      <description>The primary outcome will consist of the score in the final theoretical and practical tests. The theoretical test consist of 23 single and multiple-choice questions in which participants will be required to recognize and name the 12 cranial nerves, differentiate their main functions and the typology (sensory, motor, mixed), explain the relationships between their structure and function, and recognize lesions using case studies. In the practical part, participants will be required to mark specific nerves in a 3D-printed anatomical skull model. The duration of the test will be of 30 minutes.</description>
    </primary_outcome>
    <secondary_outcome>
      <measure>Adverse Health Symptoms</measure>
      <time_frame>Immediately after the knowledge acquisition test, Day 1.</time_frame>
      <description>Secondary outcomes will include adverse health symptoms, evaluated with a questionnaire to assess presence and severity of general symptoms (General discomfort, Fatigue, Headache, Dizziness, Nausea, Concentration problems, Disorientation, Neck stiffness/neck pain, No symptoms) and eye-related symptoms (Blurred vision, Difficulty focusing, Double-vision, Dry eyes No symptoms). Presence and severity of symptoms will be rated on a Likert scale from 1 (almost imperceptible) to 10 (extreme).</description>
    </secondary_outcome>
    <secondary_outcome>
      <measure>User experience</measure>
      <time_frame>Immediately after the knowledge acquisition test, Day 1.</time_frame>
      <description>User experience will be assessed using an adapted NASA Task Load Index (5 questions, range, 1-10, with lower scores indicating lower cognitive workload) plus additional 10-point Likert scale and open-ended questions, in which participants were asked to rank their comfort with the material and hardware and the teaching effectiveness of the software or of the traditional learning methods to learn the anatomy of the cranial nerves</description>
    </secondary_outcome>
    <number_of_arms>2</number_of_arms>
    <enrollment type="Actual">48</enrollment>
    <condition>Augmented Reality</condition>
    <condition>Anatomy Education</condition>
    <arm_group>
      <arm_group_label>Augmented Reality (AR) group.</arm_group_label>
      <arm_group_type>Experimental</arm_group_type>
      <description>- The experimental group will consist of approximately 20 undergraduate medical students. Participants will use the TEACHANATOMY learning application with the HoloLens 2.</description>
    </arm_group>
    <arm_group>
      <arm_group_label>Traditional learning (TL) group.</arm_group_label>
      <arm_group_type>Active Comparator</arm_group_type>
      <description>- The control group will consist of approximately 20 undergraduate medical students. Participants will use traditional learning methods with textbooks, atlases, videos, and online learning programs,</description>
    </arm_group>
    <intervention>
      <intervention_type>Other</intervention_type>
      <intervention_name>Augmented reality group</intervention_name>
      <description>Study presentation: participants will be given a 10-minute general introduction on the study followed by a 20 minutes tutorial to introduce the HoloLens 2 and the TEACHANATOMY learning platform.&#xD;
  Study session: The study session consists of three learning blocks of approximately 20 minutes each, plus a repetition block to assess the acquired knowledge. During the study session participants will be given no time constraints and free breaks.&#xD;
  Assessment test: Participants will be assessed with a 30 minutes knowledge assessment test.&#xD;
  Final questionnaire: At the end participants will be given a questionnaire to assess adverse health symptoms and user experience.</description>
      <arm_group_label>Augmented Reality (AR) group.</arm_group_label>
    </intervention>
    <intervention>
      <intervention_type>Other</intervention_type>
      <intervention_name>Traditional learning group</intervention_name>
      <description>Study presentation: participants will be given a 10-minute general introduction on the study followed by a presentation to introduce the study session.&#xD;
  Study session: The study session consists of the learning resources most used by students: specific sections from four different neuroanatomy books, access to two websites, two 3D videos, and two online learning programs. During the study session participants will be given no time constraints and free breaks.&#xD;
  Assessment test: Participants will be assessed with a 30 minutes knowledge assessment test.&#xD;
  Final questionnaire: At the end participants will be given a questionnaire to assess adverse health symptoms and user experience.</description>
      <arm_group_label>Traditional learning (TL) group.</arm_group_label>
    </intervention>
    <eligibility>
      <criteria>
        <textblock>
          Inclusion Criteria:&#xD;
  &#xD;
            -  Medical students attending the 1st or 2nd year of undergraduate medical education&#xD;
  &#xD;
            -  Must not have prior neuroanatomical education&#xD;
  &#xD;
          Exclusion Criteria:&#xD;
  &#xD;
            -  Epilepsy&#xD;
  &#xD;
            -  Binocular vision disorder such as strabismus&#xD;
  &#xD;
            -  Current head and/or neck injuries&#xD;
  &#xD;
            -  Inflammation of the scalp and/or eye&#xD;
  &#xD;
            -  Amputations or partial amputations of the hands&#xD;
        </textblock>
      </criteria>
      <gender>All</gender>
      <minimum_age>18 Years</minimum_age>
      <maximum_age>25 Years</maximum_age>
      <healthy_volunteers>Accepts Healthy Volunteers</healthy_volunteers>
    </eligibility>
    <overall_official>
      <last_name>Lukas Zingg, Cand. Med.</last_name>
      <role>Principal Investigator</role>
      <affiliation>Balgrust University Hospital</affiliation>
    </overall_official>
    <location>
      <facility>
        <name>Balgrist University Hospital</name>
        <address>
          <city>Zürich</city>
          <state>Z</state>
          <zip>8008</zip>
          <country>Switzerland</country>
        </address>
      </facility>
    </location>
    <location_countries>
      <country>Switzerland</country>
    </location_countries>
    <link>
      <url>https://www.microsoft.com/en-us/hololens/hardware#document-experiences</url>
      <description>Microsoft HoloLens 2 device</description>
    </link>
    <reference>
      <citation>Moro C, Stromberga Z, Raikos A, Stirling A. The effectiveness of virtual and augmented reality in health sciences and medical anatomy. Anat Sci Educ. 2017 Nov;10(6):549-559. doi: 10.1002/ase.1696. Epub 2017 Apr 17.</citation>
      <PMID>28419750</PMID>
    </reference>
    <reference>
      <citation>Bolek KA, De Jong G, Henssen D. The effectiveness of the use of augmented reality in anatomy education: a systematic review and meta-analysis. Sci Rep. 2021 Jul 27;11(1):15292. doi: 10.1038/s41598-021-94721-4.</citation>
      <PMID>34315955</PMID>
    </reference>
    <reference>
      <citation>Chytas D, Johnson EO, Piagkou M, Mazarakis A, Babis GC, Chronopoulos E, Nikolaou VS, Lazaridis N, Natsis K. The role of augmented reality in Anatomical education: An overview. Ann Anat. 2020 May;229:151463. doi: 10.1016/j.aanat.2020.151463. Epub 2020 Jan 21.</citation>
      <PMID>31978568</PMID>
    </reference>
    <reference>
      <citation>Curran VR, Xu X, Aydin MY, Meruvia-Pastor O. Use of Extended Reality in Medical Education: An Integrative Review. Med Sci Educ. 2022 Dec 19;33(1):275-286. doi: 10.1007/s40670-022-01698-4. eCollection 2023 Feb.</citation>
      <PMID>36569366</PMID>
    </reference>
    <reference>
      <citation>Gsaxner C, Li J, Pepe A, Jin Y, Kleesiek J, Schmalstieg D, Egger J. The HoloLens in medicine: A systematic review and taxonomy. Med Image Anal. 2023 Apr;85:102757. doi: 10.1016/j.media.2023.102757. Epub 2023 Jan 21.</citation>
      <PMID>36706637</PMID>
    </reference>
    <reference>
      <citation>McBain KA, Habib R, Laggis G, Quaiattini A, M Ventura N, Noel GPJC. Scoping review: The use of augmented reality in clinical anatomical education and its assessment tools. Anat Sci Educ. 2022 Jul;15(4):765-796. doi: 10.1002/ase.2155. Epub 2022 Jan 19.</citation>
      <PMID>34800073</PMID>
    </reference>
    <reference>
      <citation>Moro C, Birt J, Stromberga Z, Phelps C, Clark J, Glasziou P, Scott AM. Virtual and Augmented Reality Enhancements to Medical and Science Student Physiology and Anatomy Test Performance: A Systematic Review and Meta-Analysis. Anat Sci Educ. 2021 May;14(3):368-376. doi: 10.1002/ase.2049. Epub 2021 Feb 26.</citation>
      <PMID>33378557</PMID>
    </reference>
    <reference>
      <citation>Navab N, Martin-Gomez A, Seibold M, Sommersperger M, Song T, Winkler A, Yu K, Eck U. Medical Augmented Reality: Definition, Principle Components, Domain Modeling, and Design-Development-Validation Process. J Imaging. 2022 Dec 23;9(1):4. doi: 10.3390/jimaging9010004.</citation>
      <PMID>36662102</PMID>
    </reference>
    <reference>
      <citation>Stojanovska M, Tingle G, Tan L, Ulrey L, Simonson-Shick S, Mlakar J, Eastman H, Gotschall R, Boscia A, Enterline R, Henninger E, Herrmann KA, Simpson SW, Griswold MA, Wish-Baratz S. Mixed Reality Anatomy Using Microsoft HoloLens and Cadaveric Dissection: A Comparative Effectiveness Study. Med Sci Educ. 2019 Nov 15;30(1):173-178. doi: 10.1007/s40670-019-00834-x. eCollection 2020 Mar.</citation>
      <PMID>34457656</PMID>
    </reference>
    <reference>
      <citation>Stromberga Z, Phelps C, Smith J, Moro C. Teaching with Disruptive Technology: The Use of Augmented, Virtual, and Mixed Reality (HoloLens) for Disease Education. Adv Exp Med Biol. 2021;1317:147-162. doi: 10.1007/978-3-030-61125-5_8.</citation>
      <PMID>33945136</PMID>
    </reference>
    <reference>
      <citation>Uruthiralingam U, Rea PM. Augmented and Virtual Reality in Anatomical Education - A Systematic Review. Adv Exp Med Biol. 2020;1235:89-101. doi: 10.1007/978-3-030-37639-0_5.</citation>
      <PMID>32488637</PMID>
    </reference>
    <reference>
      <citation>Ghosh SK. Cadaveric dissection as an educational tool for anatomical sciences in the 21st century. Anat Sci Educ. 2017 Jun;10(3):286-299. doi: 10.1002/ase.1649. Epub 2016 Aug 30.</citation>
      <PMID>27574911</PMID>
    </reference>
    <verification_date>August 2023</verification_date>
    <study_first_submitted>July 17, 2023</study_first_submitted>
    <study_first_submitted_qc>August 3, 2023</study_first_submitted_qc>
    <study_first_posted type="Actual">August 14, 2023</study_first_posted>
    <last_update_submitted>August 9, 2023</last_update_submitted>
    <last_update_submitted_qc>August 9, 2023</last_update_submitted_qc>
    <last_update_posted type="Actual">August 14, 2023</last_update_posted>
    <responsible_party>
      <responsible_party_type>Principal Investigator</responsible_party_type>
      <investigator_affiliation>Balgrist University Hospital</investigator_affiliation>
      <investigator_full_name>Lukas Zingg</investigator_full_name>
      <investigator_title>Doctor of Medicine</investigator_title>
    </responsible_party>
    <keyword>Anatomy teaching</keyword>
    <keyword>Augmented reality</keyword>
    <keyword>Microsoft HoloLens</keyword>
    <keyword>Cranial nerves</keyword>
    <patient_data>
      <sharing_ipd>No</sharing_ipd>
    </patient_data>
    <!-- Results have not yet been posted for this study                                          -->
  </clinical_study>
  
  
text: download date: ClinicalTrials.gov processed this data on September 20, 2023
  link text: Link to the current ClinicalTrials.gov record.
  url: https://clinicaltrials.gov/ct2/show/NCT05985746
  org study id: TEACHANATOMY
  nct id: NCT05985746
  lead sponsor: 
  collaborator: 
  has dmc: No
  is fda regulated drug: No
  is fda regulated device: No
  The goal of this clinical trial is to assess the efficacy of augmented reality (AR) in
        anatomy teaching.
  
        The main question to answer is: Is 3-Dimensional AR technology more effective than
        traditional learning methods in anatomy education? In this clinical trial undergraduate
        medical students with no prior anatomy education will be recruited. Participants in the AR
        group will learn the anatomy of the cranial nerves with an AR application using Microsoft
        HoloLens 2, whereas participants in the control group will learn with traditional learning
        methods (textbooks, atlases, videos, and online learning programs).
  Anatomy is a central part in medical training and is traditionally taught through lectures,
        textbooks, videos and cadaver dissections. Cadaver dissections are important to understand
        spatial relationships and individual variations of anatomical structures. In many
        universities, however, financial and ethical considerations, as well as uncommon
        circumstances such as the COVID-19 pandemic, have restricted access to cadaver dissections.
        Consequently, new teaching methods based on visual technologies such as augmented reality
        (AR) are being implemented worldwide. AR can generate realistic 3-dimensional (3D) images
        overlaid in the real-word environment, merging real and virtual world to provide an
        interactive learning experience. The use of such technologies in education is still in the
        early stages, and further research is needed to assess their beneficial impact in knowledge
        acquisition. The TEACHANATOMY project aim to develop a 3D, interactive AR teaching module
        focused on the anatomy of the cranial nerves. To assess its potential value in anatomy
        education, the investigators will perform a study to compare traditional learning methods
        based on textbooks, videos, and online resources, with the novel AR learning module using the
        HoloLens 2 (Microsoft Corporation). The goal is to assess whether AR technology can improve
        anatomical knowledge and enhance student's motivation and engagement.
  allocation: Randomized
  intervention model: Parallel Assignment
  primary purpose: Other
  masking: None (Open Label)
  measure: Knowledge acquisition
  time frame: Immediately after the study session, Day 1
  description: The primary outcome will consist of the score in the final theoretical and practical tests. The theoretical test consist of 23 single and multiple-choice questions in which participants will be required to recognize and name the 12 cranial nerves, differentiate their main functions and the typology (sensory, motor, mixed), explain the relationships between their structure and function, and recognize lesions using case studies. In the practical part, participants will be required to mark specific nerves in a 3D-printed anatomical skull model. The duration of the test will be of 30 minutes.
  measure: Adverse Health Symptoms
  time frame: Immediately after the knowledge acquisition test, Day 1.
  description: Secondary outcomes will include adverse health symptoms, evaluated with a questionnaire to assess presence and severity of general symptoms (General discomfort, Fatigue, Headache, Dizziness, Nausea, Concentration problems, Disorientation, Neck stiffness/neck pain, No symptoms) and eye-related symptoms (Blurred vision, Difficulty focusing, Double-vision, Dry eyes No symptoms). Presence and severity of symptoms will be rated on a Likert scale from 1 (almost imperceptible) to 10 (extreme).
  measure: User experience
  time frame: Immediately after the knowledge acquisition test, Day 1.
  description: User experience will be assessed using an adapted NASA Task Load Index (5 questions, range, 1-10, with lower scores indicating lower cognitive workload) plus additional 10-point Likert scale and open-ended questions, in which participants were asked to rank their comfort with the material and hardware and the teaching effectiveness of the software or of the traditional learning methods to learn the anatomy of the cranial nerves
  arm group label: Augmented Reality (AR) group.
  arm group type: Experimental
  description: - The experimental group will consist of approximately 20 undergraduate medical students. Participants will use the TEACHANATOMY learning application with the HoloLens 2.
  arm group label: Traditional learning (TL) group.
  arm group type: Active Comparator
  description: - The control group will consist of approximately 20 undergraduate medical students. Participants will use traditional learning methods with textbooks, atlases, videos, and online learning programs,
  intervention type: Other
  intervention name: Augmented reality group
  description: Study presentation: participants will be given a 10-minute general introduction on the study followed by a 20 minutes tutorial to introduce the HoloLens 2 and the TEACHANATOMY learning platform.
  Study session: The study session consists of three learning blocks of approximately 20 minutes each, plus a repetition block to assess the acquired knowledge. During the study session participants will be given no time constraints and free breaks.
  Assessment test: Participants will be assessed with a 30 minutes knowledge assessment test.
  Final questionnaire: At the end participants will be given a questionnaire to assess adverse health symptoms and user experience.
  arm group label: Augmented Reality (AR) group.
  intervention type: Other
  intervention name: Traditional learning group
  description: Study presentation: participants will be given a 10-minute general introduction on the study followed by a presentation to introduce the study session.
  Study session: The study session consists of the learning resources most used by students: specific sections from four different neuroanatomy books, access to two websites, two 3D videos, and two online learning programs. During the study session participants will be given no time constraints and free breaks.
  Assessment test: Participants will be assessed with a 30 minutes knowledge assessment test.
  Final questionnaire: At the end participants will be given a questionnaire to assess adverse health symptoms and user experience.
  arm group label: Traditional learning (TL) group.
  criteria: 
  gender: All
  minimum age: 18 Years
  maximum age: 25 Years
  healthy volunteers: Accepts Healthy Volunteers
  last name: Lukas Zingg, Cand. Med.
  role: Principal Investigator
  affiliation: Balgrust University Hospital
  facility: 
  country: Switzerland
  url: https://www.microsoft.com/en-us/hololens/hardware#document-experiences
  description: Microsoft HoloLens 2 device
  citation: Moro C, Stromberga Z, Raikos A, Stirling A. The effectiveness of virtual and augmented reality in health sciences and medical anatomy. Anat Sci Educ. 2017 Nov;10(6):549-559. doi: 10.1002/ase.1696. Epub 2017 Apr 17.
  PMID: 28419750
  citation: Bolek KA, De Jong G, Henssen D. The effectiveness of the use of augmented reality in anatomy education: a systematic review and meta-analysis. Sci Rep. 2021 Jul 27;11(1):15292. doi: 10.1038/s41598-021-94721-4.
  PMID: 34315955
  citation: Chytas D, Johnson EO, Piagkou M, Mazarakis A, Babis GC, Chronopoulos E, Nikolaou VS, Lazaridis N, Natsis K. The role of augmented reality in Anatomical education: An overview. Ann Anat. 2020 May;229:151463. doi: 10.1016/j.aanat.2020.151463. Epub 2020 Jan 21.
  PMID: 31978568
  citation: Curran VR, Xu X, Aydin MY, Meruvia-Pastor O. Use of Extended Reality in Medical Education: An Integrative Review. Med Sci Educ. 2022 Dec 19;33(1):275-286. doi: 10.1007/s40670-022-01698-4. eCollection 2023 Feb.
  PMID: 36569366
  citation: Gsaxner C, Li J, Pepe A, Jin Y, Kleesiek J, Schmalstieg D, Egger J. The HoloLens in medicine: A systematic review and taxonomy. Med Image Anal. 2023 Apr;85:102757. doi: 10.1016/j.media.2023.102757. Epub 2023 Jan 21.
  PMID: 36706637
  citation: McBain KA, Habib R, Laggis G, Quaiattini A, M Ventura N, Noel GPJC. Scoping review: The use of augmented reality in clinical anatomical education and its assessment tools. Anat Sci Educ. 2022 Jul;15(4):765-796. doi: 10.1002/ase.2155. Epub 2022 Jan 19.
  PMID: 34800073
  citation: Moro C, Birt J, Stromberga Z, Phelps C, Clark J, Glasziou P, Scott AM. Virtual and Augmented Reality Enhancements to Medical and Science Student Physiology and Anatomy Test Performance: A Systematic Review and Meta-Analysis. Anat Sci Educ. 2021 May;14(3):368-376. doi: 10.1002/ase.2049. Epub 2021 Feb 26.
  PMID: 33378557
  citation: Navab N, Martin-Gomez A, Seibold M, Sommersperger M, Song T, Winkler A, Yu K, Eck U. Medical Augmented Reality: Definition, Principle Components, Domain Modeling, and Design-Development-Validation Process. J Imaging. 2022 Dec 23;9(1):4. doi: 10.3390/jimaging9010004.
  PMID: 36662102
  citation: Stojanovska M, Tingle G, Tan L, Ulrey L, Simonson-Shick S, Mlakar J, Eastman H, Gotschall R, Boscia A, Enterline R, Henninger E, Herrmann KA, Simpson SW, Griswold MA, Wish-Baratz S. Mixed Reality Anatomy Using Microsoft HoloLens and Cadaveric Dissection: A Comparative Effectiveness Study. Med Sci Educ. 2019 Nov 15;30(1):173-178. doi: 10.1007/s40670-019-00834-x. eCollection 2020 Mar.
  PMID: 34457656
  citation: Stromberga Z, Phelps C, Smith J, Moro C. Teaching with Disruptive Technology: The Use of Augmented, Virtual, and Mixed Reality (HoloLens) for Disease Education. Adv Exp Med Biol. 2021;1317:147-162. doi: 10.1007/978-3-030-61125-5_8.
  PMID: 33945136
  citation: Uruthiralingam U, Rea PM. Augmented and Virtual Reality in Anatomical Education - A Systematic Review. Adv Exp Med Biol. 2020;1235:89-101. doi: 10.1007/978-3-030-37639-0_5.
  PMID: 32488637
  citation: Ghosh SK. Cadaveric dissection as an educational tool for anatomical sciences in the 21st century. Anat Sci Educ. 2017 Jun;10(3):286-299. doi: 10.1002/ase.1649. Epub 2016 Aug 30.
  PMID: 27574911
  responsible party type: Principal Investigator
  investigator affiliation: Balgrist University Hospital
  investigator full name: Lukas Zingg
  investigator title: Doctor of Medicine
  sharing ipd: No