Gürses, Muhammet EnesGökalp, ElifGecici, Neslihan NisaGüngör, AbuzerBerker, MustafaIvan, Michael E.Komotar, Ricardo J.Cohen-Gadol, Aaron A.Türe, Uǧur2025-04-182025-04-182024Gurses, M. E., Gökalp, E., Gecici, N. N., Gungor, A., Berker, M., Ivan, M. E., ... & Türe, U. (2024). Creating a neuroanatomy education model with augmented reality and virtual reality simulations of white matter tracts. Journal of neurosurgery, 1(aop), 1-10.00223085http://dx.doi.org/10.3171/2024.2.JNS2486https://hdl.handle.net/20.500.12713/6589OBJECTIVE The utilization of digital technologies has experienced a notable surge, particularly in cases where access to cadavers is constrained, within the context of practical neuroanatomy training. This study evaluates augmented reality (AR)- and virtual reality (VR)-based educational models for neuroanatomy education. METHODS Three-dimensional models were created using advanced photogrammetry. VR- and AR-based educational models were developed by arranging these 3D models to align with the learning objectives of neurosurgery residents and second-year medical students whose cadaveric training was disrupted due to an earthquake in Turkey. Participants engaged with and evaluated the VR- and AR-based educational models, followed by the completion of a 20-item graded user experience survey. A 10-question mini-test was given to assess the baseline knowledge level prior to training and to measure the achievement of learning objectives after training. RESULTS Forty neurosurgery residents were trained with a VR-based educational model using VR headsets. An AR-based educational model was provided online to 200 second-year medical students for their practical neuroanatomy lesson. The average correct answer rates before the training were 7.5/10 for residents and 4.8/10 for students. These rates were significantly improved after the training to 9.7/10 for residents and to 8.7/10 for students (p < 0.001). Feedback from the users concurred that VR- and AR-based training could significantly enhance the learning experience in the field of neuroanatomy. CONCLUSIONS VR/AR-based educational models have the potential to improve education. VR/AR-based training systems can serve as an auxiliary tool in neuroanatomy training, offering a realistic alternative to traditional learning tools. © AANS 2024.eninfo:eu-repo/semantics/closedAccess3D ModelAnatomyAugmented RealityEducationNeuroanatomyNeurosurgical EducationSimulationVirtual RealityArticle141386587438669709WOS:0013186775000032-s2.0-85193265286Q110.3171/2024.2.JNS2486Q1