일개 의과대학 해부학 교육에서 가상 현실 활용에 대한 학생 경험
Learner Experience on Anatomy Learning with Virtual Reality in a Medical College
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초록
COVID-19 유행으로 인해 시체를 이용한 전통적인 해부학 교육이 어려워진 상황에서 보다 다양하고 유연한 교수-학습 방법에 대한 고려가 필요하였다. 2021년 2주기 대학혁신지원사업에 ‘가상 현실(virtual reality, VR)을 이용한 교육 방법 개선’ 주제로 선정되어 몰입형 가상 현실 장비(MDBOX VR)를 도입하였다. 교과서, 강의 자료, 시체, 영상 자료(E-anatomy; e-anatomy.or.kr), 3D 앱 등의 학습 자료와 함께 MDBOX VR을 활용하여 해부학을 학습하도록 하였다. MDBOX VR은 교수자의 간섭 없이 학생이 실습실에서 자유롭게 이용할 수 있게 하였고, 교육이 끝난 후 강의 평가를 통해 해부학 학습 경험을 조사하였다. 학생은 교과서, 강의 자료, 시체를 주요 학습 자료로 이용하였고, MDBOX VR이 주요 학습 자료가 되었다는 응답은 없었다. 학생들은 MDBOX VR은 움직임 또는 3차원 구조에 대한 이해에 도움이 되었다고 하였지만, 시체를 통한 교육 과정을 대체할 것으로 생각하지는 않았다. MDBOX VR이 갖는 장단점에도 불구하고, 그 사용 경험은 “카데바에 비해 현실성이 떨어지고, 해부 어플리케이션에 비해 편의성이 떨어진다”로 요약되었다. 이 연구에서 학생들은 MDBOX VR에 대해 상반된 반응을 보이기는 하였지만, 의학교육에 있어 가상 현실의 활용은 시대의 요구에 해당한다. 기술 개발에 따른 가상 현실을 혼합한 해부학 교육 방법에 대한 고려가 필요하다고 생각한다
Abstract
As traditional face-to-face educations have been threatened under Coronavirus disease 2019 (COVID-19) pandemic, variant and more flexible teaching and learning methods should be considered in anatomy education with cadavers. We received a grant from “University Innovation-Support Project” in Jeju National University with a title “Education improvement with virtual reality (VR) in medical science”, and MDBOX VR with head-mounted display was introduced in 2022. In the University, students had learned anatomy with textbooks, lecture notes, cadavers, E-anatomy (e-anatomy.or.kr), and applications (including Complete Anatomy and Human Anatomy Atlas) as well as MDBOX VR. Students used the MDBOX VR without teachers’ intervention during the regular course of “Human Body: Structure and Function-I” (gross anatomy and neuroanatomy), and learner experience was freely answered on lecture evaluation questionnaire. Learners preferred textbooks, lecture notes, and cadavers to MDBOX VR for anatomy learning. Learners agreed to that MDBOX VR is able to make them understand each movement or 3-D structures, but disagreed to that MDBOX VR will eventually replace the dissection course. Despite the pros and cons of MDBOX VR, learner experience was summarized as “less realistic than cadavers, less convenient than the applications”. Although this survey on VR showed conflicting results in anatomy learning, the era requires integrating virtual teaching and learning in medical education. Anatomists should consider the proper teaching methods using the technology-based blended learning with VR.
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