Anatomy EducationTEACHANATOMYIINCT06552195
Anatomy Learning With a 3D Platform on Personal Devices, Augmented Reality, or Traditional Resources
A study testing Learning platform, then traditional resources, Traditional resources, then learning platform and Augmented reality, then traditional resources in people with Anatomy Education and Augmented Reality, run by Balgrist University Hospital at 1 site in Switzerland.
Trial summary
TEACHANATOMY II compared three ways of learning shoulder and hip anatomy among first-year medical students: a three-dimensional (3D) learning platform on personal devices, head-mounted augmented reality (AR), and curated traditional learning resources. Read more about this study
- Who is it for?
- Ages 18 to 25 yearsHealthy volunteers can take part
- Conditions the study is for
- Anatomy Education, Augmented Reality, Anatomy Teaching Methods
- What is being tested?
- Learning platform, then traditional resources, Traditional resources, then learning platform and Augmented reality, then traditional resources
- Type of treatment
- Pill or oral medicine
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 148 participants
- Where
- 1 siteSwitzerland
- Study dates
- 1 Oct 2024to 31 Dec 2025
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 to 25 years
- All sexes
- Healthy volunteers accepted
- Adult
Who may be able to join
- Medical students attending the 1st or 2nd year of undergraduate medical education
- Must not have prior anatomical education
Who cannot join
- Epilepsy
- Binocular vision disorder such as strabismus
- Current head and/or neck injuries
- Inflammation of the scalp and/or eye
- Amputations or partial amputations of the hands
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Three-Dimensional Anatomy Learning on Personal Devices, Head-Mounted Augmented Reality, and Traditional Study Resources: The TEACHANATOMY II Randomized Crossover Trial
TEACHANATOMY II compared three ways of learning shoulder and hip anatomy among first-year medical students: a three-dimensional (3D) learning platform on personal devices, head-mounted augmented reality (AR), and curated traditional learning resources. Both digital methods used identical 3D models created from photogrammetric scans of dissected body donor specimens. Each participant learned two consecutive anatomy modules with two different methods. Knowledge was assessed with a written test at the end of each module; study time and workload were secondary outcomes.
Read the detailed description
The study was planned as a crossover comparison of head-mounted AR (Magic Leap 2) and traditional learning. Because providing headsets for the entire cohort was not financially feasible, a 3D learning platform on personal devices (smartphone, tablet, computer) delivering identical content was added before the start of the first module, and AR was limited to 10 participants per module. Participants were allocated by a computer-generated sequence stratified by sex, and each participant used a different method in each module (shoulder module November-December 2024, hip module January-February 2025). The comparison between the learning platform and traditional learning became the principal comparison; comparisons involving AR are exploratory. The originally planned practical test, 3-month follow-up test and adverse symptom questionnaire were not conducted.
- Being tested
- Learning platform, then traditional resources, Traditional resources, then learning platform, Augmented reality, then traditional resources, Traditional resources, then augmented reality, Augmented reality, then learning platform
- Keywords
- Anatomy teaching, Augmented reality, Magic leap, spaced repetition, digital learning, retention rate
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Learning platform, then traditional resourcesOther
Participants studied the shoulder module with the 3D learning platform on personal devices and, after a 17-day interval, the hip module with curated traditional learning resources.
Interventions: 3D learning platform on personal devices; Curated traditional learning resources
Traditional resources, then learning platformOther
Participants studied the shoulder module with curated traditional learning resources and, after a 17-day interval, the hip module with the 3D learning platform on personal devices.
Interventions: Curated traditional learning resources; 3D learning platform on personal devices
Augmented reality, then traditional resourcesOther
Participants studied the shoulder module with head-mounted augmented reality and, after a 17-day interval, the hip module with curated traditional learning resources.
Interventions: Head-mounted augmented reality; Curated traditional learning resources
Traditional resources, then augmented realityOther
Participants studied the shoulder module with curated traditional learning resources and, after a 17-day interval, the hip module with head-mounted augmented reality.
Interventions: Curated traditional learning resources; Head-mounted augmented reality
Augmented reality, then learning platformOther
Participants studied the shoulder module with head-mounted augmented reality and, after a 17-day interval, the hip module with the 3D learning platform on personal devices.
Interventions: Head-mounted augmented reality; 3D learning platform on personal devices
Learning platform, then augmented realityOther
Participants studied the shoulder module with the 3D learning platform on personal devices and, after a 17-day interval, the hip module with head-mounted augmented reality.
Interventions: 3D learning platform on personal devices; Head-mounted augmented reality
| Study group | Role | What they receive |
|---|---|---|
| Head-mounted augmented reality | Experimental | Augmented reality application displayed on Magic Leap 2 headsets (Magic Leap, Plantation, FL, USA), available only on site at the university, where participants could use them at a time of their choice. Content consists of the same textured 3D models of the shoulder or hip created by photogrammetry of dissected body donor specimens, with the same annotations, explanatory text and learning algorithm (retrieval practice and spaced repetition) as the learning platform on personal devices. Participants received an introduction to the headset and application and could attend two optional guided learning sessions per week. Because of headset availability, this intervention was limited to 10 participants per module. Receives: Other: Augmented reality, then traditional resources; Other: Traditional resources, then augmented reality; Other: Augmented reality, then learning platform; Other: Learning platform, then augmented reality |
| Curated traditional learning resources | Experimental | Package of traditional learning materials compiled by the study team before the start of each module and provided to participants. It contained selected textbook and atlas chapters (including Via medici, Kenhub, Groscurth and Prometheus), videos, graphics and images covering the same learning objectives as the digital interventions. No 3D models from the study and no learning algorithm were provided. Participants received an introduction to the materials and could attend two optional guided learning sessions per week. They could study with the materials at any time and place. Receives: Other: Learning platform, then traditional resources; Other: Traditional resources, then learning platform; Other: Augmented reality, then traditional resources; Other: Traditional resources, then augmented reality |
| 3D learning platform on personal devices | Experimental | Web-based anatomy learning platform (Augmedi AG, Zollikon, Switzerland) used on the participant's own smartphone, tablet or computer at any time and place. Content consists of textured 3D models of the shoulder or hip created by photogrammetry of dissected body donor specimens, with annotated anatomical structures and explanatory text aligned with the module learning objectives. A built-in learning algorithm based on retrieval practice and spaced repetition schedules the review of structures according to the learner's answers. Participants received an introduction to the platform and could attend two optional guided learning sessions per week. The learning content is identical to the head-mounted augmented reality intervention; only the delivery device and access differ. Receives: Other: Learning platform, then traditional resources; Other: Traditional resources, then learning platform; Other: Augmented reality, then learning platform; Other: Learning platform, then augmented reality |
What is being measured
The primary outcome is the main question the study is designed to answer.
Knowledge test score
30-item multiple-choice exam covering shoulder or hip anatomy (skeletal structures, muscles, ligaments, nerves, and vascular supply)
Measured: End of each study phase (after completion of the 3-week shoulder or hip anatomy learning module)
Perceived workload (adapted NASA-TLX)
Perceived workload will be assessed using the NASA Task Load Index (NASA-TLX), a validated multidimensional questionnaire comprising six domains: mental demand, physical demand, temporal demand, performance, effort, and frustration.
Measured: During each learning session and at the end of each 3-week study phase
Secondary outcomes (5)
Time spent in scheduled learning sessions
Time spent in scheduled learning sessions
Measured: Throughout each 3-week study phase
Time spent in self-directed learning
Time spent in self-directed learning
Measured: Throughout each 3-week study phase
Total preparation time
Sum of time spent in scheduled and self-directed learning.
Measured: Throughout each 3-week study phase
Learning efficiency
Preparation time required per examination point achieved (minutes per examination point).
Measured: At the end of each 3-week study phase
Participant feedback
User experience and satisfaction with the assigned learning modality
Measured: End of each 3-week study phase
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted13 Aug 2024
- Study start1 Oct 2024
- Primary completion31 Dec 2025
- Study completion31 Dec 2025
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (11)Papers the sponsor has linked to this study.
- Other trials for Anatomy EducationStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Crossover
- Model description
- Two-period crossover with three learning methods. Each participant used two different methods in two consecutive anatomy modules (shoulder, then hip). Allocation was stratified by sex; AR was limited to 10 participants per module.
- Masking
- None (open label)
- Enrolment
- 148 participants (actual)
Sponsor and investigators
- Lead sponsor
- Balgrist University Hospital
- Sponsor type
- University, hospital or other
- Collaborators
- ETH Zurich, University of Zurich
- Responsible party
- Sponsor
- Investigators
- Lukas Zingg, MD, Principal investigator, Balgrust University Hospital
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06552195
- Sponsor's protocol ID
- TEACHANATOMY 2.0
- Other IDs
- Req-2024-01164
- Acronym
- TEACHANATOMYII
- Status last verified
- Oct 2024
- First submitted
- 9 Aug 2024
- Last updated
- 22 Oct 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Yes: De-identified individual participant data underlying the published results are available on reasonable request, subject to participant consent and institutional approval.
Publications
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.
PubMed 33945136Bolek 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.
PubMed 34315955Chytas 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.
PubMed 31978568Curran 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.
PubMed 36569366Gsaxner 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.
PubMed 36706637McBain 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.
PubMed 34800073Moro 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.
PubMed 33378557Navab 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.
PubMed 36662102Stojanovska 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.
PubMed 34457656Uruthiralingam 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.
PubMed 32488637Moro 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.
PubMed 28419750
Study at a glance
From the registry record, last updated by the sponsor on 22 Oct 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Three-Dimensional Anatomy Learning on Personal Devices, Head-Mounted Augmented Reality, and Traditional Study Resources: The TEACHANATOMY II Randomized Crossover Trial
- ClinicalTrials.gov ID
- NCT06552195
- Acronym / sponsor ID
- TEACHANATOMYII / TEACHANATOMY 2.0
- Keywords
- Anatomy teaching, Augmented reality, Magic leap, spaced repetition, digital learning, retention rate
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 148 participants (actual)
- Lead sponsor
- Balgrist University HospitalUniversity, hospital or other
- Collaborators
- ETH Zurich, University of Zurich
- Study start
- 1 Oct 2024 (actual)
- Primary completion
- 31 Dec 2025 (actual)
- Study completion
- 31 Dec 2025 (actual)
- First posted
- 13 Aug 2024 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
TEACHANATOMY II compared three ways of learning shoulder and hip anatomy among first-year medical students: a three-dimensional (3D) learning platform on personal devices, head-mounted augmented reality (AR), and curated traditional learning resources. Both digital methods used identical 3D models created from photogrammetric scans of dissected body donor specimens. Each participant learned two consecutive anatomy modules with two different methods. Knowledge was assessed with a written test at the end of each module; study time and workload were secondary outcomes.
Detailed description
The study was planned as a crossover comparison of head-mounted AR (Magic Leap 2) and traditional learning. Because providing headsets for the entire cohort was not financially feasible, a 3D learning platform on personal devices (smartphone, tablet, computer) delivering identical content was added before the start of the first module, and AR was limited to 10 participants per module. Participants were allocated by a computer-generated sequence stratified by sex, and each participant used a different method in each module (shoulder module November-December 2024, hip module January-February 2025). The comparison between the learning platform and traditional learning became the principal comparison; comparisons involving AR are exploratory. The originally planned practical test, 3-month follow-up test and adverse symptom questionnaire were not conducted.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Crossover
- Masking
- None (open label)
- Number of arms
- 3
- Model description
- Two-period crossover with three learning methods. Each participant used two different methods in two consecutive anatomy modules (shoulder, then hip). Allocation was stratified by sex; AR was limited to 10 participants per module.
| Arm | Type | Receives |
|---|---|---|
| Head-mounted augmented reality | Experimental | Other: Augmented reality, then traditional resources, Other: Traditional resources, then augmented reality, Other: Augmented reality, then learning platform, Other: Learning platform, then augmented realityAugmented reality application displayed on Magic Leap 2 headsets (Magic Leap, Plantation, FL, USA), available only on site at the university, where participants could use them at a time of their choice. Content consists of the same textured 3D models of the shoulder or hip created by photogrammetry of dissected body donor specimens, with the same annotations, explanatory text and learning algorithm (retrieval practice and spaced repetition) as the learning platform on personal devices. Participants received an introduction to the headset and application and could attend two optional guided learning sessions per week. Because of headset availability, this intervention was limited to 10 participants per module. |
| Curated traditional learning resources | Experimental | Other: Learning platform, then traditional resources, Other: Traditional resources, then learning platform, Other: Augmented reality, then traditional resources, Other: Traditional resources, then augmented realityPackage of traditional learning materials compiled by the study team before the start of each module and provided to participants. It contained selected textbook and atlas chapters (including Via medici, Kenhub, Groscurth and Prometheus), videos, graphics and images covering the same learning objectives as the digital interventions. No 3D models from the study and no learning algorithm were provided. Participants received an introduction to the materials and could attend two optional guided learning sessions per week. They could study with the materials at any time and place. |
| 3D learning platform on personal devices | Experimental | Other: Learning platform, then traditional resources, Other: Traditional resources, then learning platform, Other: Augmented reality, then learning platform, Other: Learning platform, then augmented realityWeb-based anatomy learning platform (Augmedi AG, Zollikon, Switzerland) used on the participant's own smartphone, tablet or computer at any time and place. Content consists of textured 3D models of the shoulder or hip created by photogrammetry of dissected body donor specimens, with annotated anatomical structures and explanatory text aligned with the module learning objectives. A built-in learning algorithm based on retrieval practice and spaced repetition schedules the review of structures according to the learner's answers. Participants received an introduction to the platform and could attend two optional guided learning sessions per week. The learning content is identical to the head-mounted augmented reality intervention; only the delivery device and access differ. |
Who may qualify
- Ages
- 18 to 25 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult
Key inclusion criteria (2 listed)
- Medical students attending the 1st or 2nd year of undergraduate medical education
- Must not have prior anatomical education
Key exclusion criteria (5 listed)
- Epilepsy
- Binocular vision disorder such as strabismus
- Current head and/or neck injuries
- Inflammation of the scalp and/or eye
- Amputations or partial amputations of the hands
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Learning platform, then traditional resourcesParticipants studied the shoulder module with the 3D learning platform on personal devices and, after a 17-day interval, the hip module with curated traditional learning resources. Interventions: 3D learning platform on personal devices; Curated traditional learning resources | Other | 3D learning platform on personal devices, Curated traditional learning resources |
| Traditional resources, then learning platformParticipants studied the shoulder module with curated traditional learning resources and, after a 17-day interval, the hip module with the 3D learning platform on personal devices. Interventions: Curated traditional learning resources; 3D learning platform on personal devices | Other | 3D learning platform on personal devices, Curated traditional learning resources |
| Augmented reality, then traditional resourcesParticipants studied the shoulder module with head-mounted augmented reality and, after a 17-day interval, the hip module with curated traditional learning resources. Interventions: Head-mounted augmented reality; Curated traditional learning resources | Other | Curated traditional learning resources, Head-mounted augmented reality |
| Traditional resources, then augmented realityParticipants studied the shoulder module with curated traditional learning resources and, after a 17-day interval, the hip module with head-mounted augmented reality. Interventions: Curated traditional learning resources; Head-mounted augmented reality | Other | Curated traditional learning resources, Head-mounted augmented reality |
| Augmented reality, then learning platformParticipants studied the shoulder module with head-mounted augmented reality and, after a 17-day interval, the hip module with the 3D learning platform on personal devices. Interventions: Head-mounted augmented reality; 3D learning platform on personal devices | Other | 3D learning platform on personal devices, Head-mounted augmented reality |
| Learning platform, then augmented realityParticipants studied the shoulder module with the 3D learning platform on personal devices and, after a 17-day interval, the hip module with head-mounted augmented reality. Interventions: 3D learning platform on personal devices; Head-mounted augmented reality | Other | 3D learning platform on personal devices, Head-mounted augmented reality |
Primary outcome
Knowledge test score
Time frame: End of each study phase (after completion of the 3-week shoulder or hip anatomy learning module)
30-item multiple-choice exam covering shoulder or hip anatomy (skeletal structures, muscles, ligaments, nerves, and vascular supply)
Perceived workload (adapted NASA-TLX)
Time frame: During each learning session and at the end of each 3-week study phase
Perceived workload will be assessed using the NASA Task Load Index (NASA-TLX), a validated multidimensional questionnaire comprising six domains: mental demand, physical demand, temporal demand, performance, effort, and frustration.
5 secondary outcomes
Time spent in scheduled learning sessions
Time frame: Throughout each 3-week study phase
Time spent in self-directed learning
Time frame: Throughout each 3-week study phase
Total preparation time
Time frame: Throughout each 3-week study phase
Learning efficiency
Time frame: At the end of each 3-week study phase
Participant feedback
Time frame: End of each 3-week study phase
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 22 Oct 2026.
- Background: PubMed 33945136Stromberga 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.
- Background: PubMed 34315955Bolek 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.
- Background: PubMed 31978568Chytas 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.
- Background: PubMed 36569366Curran 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.
- Background: PubMed 36706637Gsaxner 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.
- Background: PubMed 34800073McBain 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.
- Background: PubMed 33378557Moro 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.
- Background: PubMed 36662102Navab 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.
- Background: PubMed 34457656Stojanovska 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.
- Background: PubMed 32488637Uruthiralingam 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.
- Results publication: PubMed 28419750Moro 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.
- Magic Leap headsets deviseLink provided by the sponsor.
- Individual participant dataSharing planned: Yes. De-identified individual participant data underlying the published results are available on reasonable request, subject to participant consent and institutional approval.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Lukas Zingg, MD principal investigator
Balgrust University Hospital
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Learning platform, then traditional resources, Traditional resources, then learning platform and Augmented reality, then traditional resources in people with Anatomy Education and Augmented Reality, run by Balgrist University Hospital at 1 site in Switzerland.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 2 inclusion and 5 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 22 Oct 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Switzerland. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Knowledge test score (time frame: End of each study phase (after completion of the 3-week shoulder or hip anatomy learning module)). The study lists 2 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT06552195, which also lists 11 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 22 Oct 2026.