Sir, Simulated virtual labs (SVLs) serve as transformative platforms in anatomy education that provides dynamic and interactive platforms for understanding complex human anatomical structures. Although SVLs are used as advance platform, overcrowding in SVLs session is a challenge for students for visual access that ultimately reduces the understanding of anatomical structures and decreased student involvement. In SVLs, anatomical content basically explained using two-dimensional displays or basic three-dimensional (3D) digital screens so that only few students are able to understand or engage with the mannequin models and rest students faces a challenge due to obstructed lines of sight, reduced visibility from multiple angles, and the inability to participate in hands-on practice and limits the detail conceptual understanding during practical assessments.1 The integration of high-resolution, immersive 3D visualization, and spatial projection technology is one of the innovative solutions to overcome these challenges. This innovative approach includes advanced techniques, such as 3D holographic displays, stereoscopic 3D projectors, and volumetric projection methods has the ability to visualize the anatomical structures in the high-resolution scale. These advanced techniques allow models to be projected into space so that students can study the models in 3D projection from different angles and easily accessible for all students. Such immersive visualization techniques enhance spatial orientation and allow for more accurate internalization of anatomical relationships.2,3 Implementation of these high-resolution 3D projection techniques in SVLs provides academic and pedagogical advantages. Mainly, it ensures equitable visual access for all students, regardless of their physical position within the learning environment. Furthermore, it supports multisensory learning by integrating visual, spatial, and kinesthetic inputs, which has been demonstrated to enhance retention and understanding in anatomical education. This innovative approach has the ability to study and interact with anatomically accurate projections of virtual mannequins improves the precision of psychomotor skills during practical exercises and assessments.3 In addition, this approach combines with developing competency-based medical education, which can be useful for the development of observable and measurable competencies. These approaches support students to increase the acquisition of complex skills at higher levels of Miller’s Pyramid, such as “show how” and “perform,” particularly when integrated with guided simulations and feedback mechanisms. Furthermore, this approach can provide the long-term academic benefits such as enhanced conceptual clarity, improved skill acquisition, and accurate learning environments that offers strong justification for integration into modern anatomy education.4 However, adoption of this innovative approach of 3D projection technologies accompanied by challenges that includes financial investment, equipment maintenance, sufficient infrastructure, and the proper training. Moreover, there remains a need for rigorous, evidence-based assessment of learning outcomes to ensure that virtual modalities match or surpass the efficacy of conventional methods.3,5 In conclusion, the integration of immersive 3D projection technologies in SVLs for anatomy education can be a beneficial platform for more interactive, accessible, and effective learning. These technologies have the potential to augment and revolutionize the teaching and learning of human anatomy in the advance way. Continued interdisciplinary collaboration, institutional investment, and pedagogical research are essential for transformative potential. Financial support and sponsorship Nil. Conflicts of interest There are no conflicts of interest.
Badge et al. (Thu,) studied this question.