Interactive augmented reality is associated with better immediate anatomical performance and short-term knowledge retention in hepatic surgical anatomy education

Abstract Understanding complex three-dimensional relationships in hepatic surgical anatomy remains challenging for medical students. Interactive augmented reality (AR) provides a novel approach by enabling manipulation and exploration of three-dimensional anatomical structures; however, evidence regarding its effectiveness in hepatic anatomy education remains limited. A randomized educational study was conducted among undergraduate medical students assigned to interactive AR-assisted learning or conventional instruction. The AR group explored interactive three-dimensional models of hepatic surgical anatomy. Outcomes included anatomical knowledge performance, practical identification accuracy, 4-week short-term retention, learner perceptions, and AR platform usability. Compared with conventional instruction, AR-assisted learning was associated with higher anatomical knowledge scores and practical identification accuracy of hepatic vascular structures. The AR group also demonstrated better performance at the 4-week follow-up assessment, indicating improved short-term retention of anatomical knowledge. Learners reported favorable acceptance of the interactive AR-based approach, and the platform demonstrated good usability. Interactive AR-assisted learning was associated with better anatomical performance, practical identification ability, and short-term retention in hepatic surgical anatomy education. These findings support AR as a useful supplementary educational approach for teaching complex three-dimensional anatomy.