Effects of multisensory tactile‑auditory integration teaching on systematic anatomy learning in visually impaired medical students
In brief
Audio-feedback anatomy models improve test scores for visually impaired medical students
In a 16-week cluster-randomized trial of 60 visually impaired medical students, silicone anatomy models with audio feedback led to higher theory, structure-identification, and overall scores than standard Braille-based teaching. Students also reported better learning experiences, but formative assessment scores did not differ; larger multicenter studies are needed to test how broadly the approach works.
- Journal
- Surgical and radiologic anatomy : SRA (Q2)
- Published
- 8 October 2026
- Study design
- Randomized controlled trial
- Evidence level
- Level 1, High (CEBM 1b)
- Authors
- Arjun Sinkemani, Fanzhen Kong
- PMID
- 42848198
- DOI
- 10.1007/s00276-026-04021-7
Why clinicians should know about it
- Picked for Anatomy (top studies of the week, 11 October 2026): Multisensory teaching, systematic anatomy, visually impaired
Abstract
PURPOSE: Medical education for visually impaired students faces persistent barriers due to the inherent visual dependency of anatomy and the prevalence of unimodal instructional paradigms. This study aimed to design and evaluate a novel tactile-auditory integrated teaching strategy for systematic anatomy, comparing its effectiveness against traditional Braille-based instruction in enhancing academic performance and learning attitudes among visually impaired medical students. METHODS: A 16-week cluster-randomized controlled trial was conducted with 60 visually impaired undergraduate students structured across 4 class clusters. The experimental group ([Formula: see text]) received a multisensory adaptive intervention utilizing high-precision silicone models equipped with an embedded micro-sensor audio-feedback system. The control group ([Formula: see text]) received conventional Braille-based instruction with identical physical models lacking electronic feedback. Primary outcomes were evaluated on the Intention-to-Treat (ITT) population using Linear Mixed-Effects Models (LMM) with multiple imputation and Benjamini-Hochberg false discovery rate (FDR) adjustments ([Formula: see text]). RESULTS: Following the intervention, the experimental group demonstrated significantly higher scores than the control group in theoretical examinations ([Formula: see text] vs. [Formula: see text], [Formula: see text]), practical structure identification assessments ([Formula: see text] vs. [Formula: see text], [Formula: see text]), and overall composite scores ([Formula: see text] vs. [Formula: see text], [Formula: see text]). Formative process assessment scores showed no statistically significant difference between groups ([Formula: see text] vs. [Formula: see text], [Formula: see text]). Questionnaire evaluations revealed superior outcomes in the experimental group across self-directed learning engagement, multimodal learning adaptability, clinical problem-solving skills, and anatomical tactile recognition ability (all [Formula: see text]). CONCLUSION: The tactile-auditory integrated training system significantly improves objective summative knowledge acquisition and subjective learning experiences in visually impaired medical students. This approach provides a scalable, cost-constrained, and replicable pedagogical model for inclusive anatomy education, though future multi-center trials incorporating granular visual function stratification and advanced haptic technologies are warranted.
Abstract as published, via PubMed.
For healthcare professionals. The summary is generated by AI from the published abstract, and the evidence level is assigned automatically from the study design on the Oxford CEBM hierarchy. Neither is medical advice. Read the full paper before changing practice.