Learning facial muscle anatomy using virtual reality simulation: a randomized controlled study among medical students in Iraq
In brief
Virtual reality raised facial anatomy test scores in 48 medical students
In a randomized study, second-year students who learned facial muscles in virtual reality scored higher immediately and two weeks later than peers taught with a smart screen, and reported more enjoyment and immersion. The groups did not differ in retention, suggesting the advantage came from stronger initial learning; whether it lasts or generalizes beyond this small study is unknown.
- Journal
- Advances in simulation (London, England) (Q2)
- Published
- 28 July 2026
- Study design
- Randomized controlled trial
- Evidence level
- Level 1, High (CEBM 1b)
- Authors
- Faris Al-Fayyadh, Ali Abdull Sattar Abdull Jabar, Attila Gilányi
- PMID
- 42920196
- DOI
- 10.1186/s41077-026-00475-2
Why clinicians should know about it
- Picked for Anatomy (top studies of the week, 25 October 2026): Randomized trial directly evaluates facial muscle anatomy teaching
Abstract
BACKGROUND: Virtual reality (VR) is increasingly used in medical education, particularly for teaching anatomically complex content. However, evidence comparing learning outcomes with conventional screen-based instruction remains limited. This study examined differences in learning outcomes between an immersive, interactive VR-based learning experience and a smart-screen lesson in facial muscle anatomy. METHODS: A randomized controlled trial was conducted with 48 second-year medical students at the University of Sumer, Iraq. Participants completed a 15-item multiple-choice test and were randomly assigned to a VR or smart-screen group. Both groups studied identical content during a 15-minute session. Knowledge was assessed before, immediately after, and two weeks later. Presence and enjoyment were also measured. Data were analysed using repeated measures ANOVA, with additional analyses of learning gain and retention. RESULTS: Both groups improved after the session. However, the VR condition resulted in significantly higher post-test and follow-up scores. A significant time-by-group interaction indicated different learning trajectories. Additional analyses showed greater learning gains in the VR group, while no significant difference was found in retention. Students in the VR group also reported higher presence and enjoyment. CONCLUSION: Immersive and interactive environments may improve short-term learning of complex anatomy. However, retention patterns were similar across conditions, suggesting that differences are mainly due to initial learning rather than sustained retention.
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.