Qualitative Analysis of the Student Perspectives on AnaVu – A Three-dimensional Stereoscopic Neuroanatomy Visualization Tool

Abstract Background: Prior research by the authors studied the objective impact on medical students’ academic course, the perceived cognitive load, quantified subjective feedback while teaching using AnaVu, a low resource stereoscopic projection system. The qualitative data from opinions, and comparative educational results reported by undergraduate medical students following their participation in stereoscopic (AnaVu) and monoscopic learning sessions are explored in this study. This study was done to evaluate and compare the effectiveness of stereoscopic and monoscopic teaching methods in enhancing spatial understanding of anatomical structures among first-year undergraduate medical students using AnaVu. Methodology: This research study was conducted as a three-limb randomized controlled trial. Among those who provided informed consent, a sample of MBBS students from the 2022 cohort was chosen at random. Following a one-hour brainstem introduction lecture and a dissection session, students were assigned at random to one of three groups: S for stereo; M for mono; or C for control. A 20-minute stereoscopic demonstration of the brainstem module in AnaVu has been delivered to S. The identical presentation, albeit in monoscopic mode, was delivered to M. Diagrams drawn on a whiteboard were used to instruct the C group. Pre-intervention and post-intervention tests were given in four domains: basic recall, analytical, radiological anatomy and diagram-based questions. Finally, the groups were swapped – S→M, M→S and C→S, and they were asked to compare the modes. Data were processed using RQDA (R package for Qualitative Data Analysis). Theme identification and analysis of the qualitative data was done using the thematic analysis. Results: 152 students participated in the study. Five themes and fourteen subthemes were identified. General advantages included size comparisons, software features, and improved attention, while specific benefits for learning radiological and sectional anatomy were noted. Disadvantages included eye strain, software glitches, costs, and concerns about teacher adaptation. Conclusion: The findings of this study emphasize the potential of AnaVu in enhancing anatomical and radiological education, while highlighting key disadvantages to help teachers and students make informed choices between stereo and mono display methods.