The objective of this study was to evaluate the effectiveness of mixed reality models in anatomy teaching and learning at Kirkpatrick’s level I, using Peer Assisted Learning approach. This study was based on a single group, post-test study design and was carried out at three affiliated medical schools of Khyber Medical University, Peshawar, over four months. A total of 97 first- and second-year medical students from three medical schools were enrolled. All students received a basic introduction to the use of Hololens (Microsoft), the mixed-reality simulator-based course on the anatomy of the heart and liver via peer-assisted learning (PAL) method. Student satisfaction was evaluated at Kirkpatrick Level I of program evaluation using a validated and structured PAL questionnaire.
Most students agreed or strongly agreed to the effectiveness of questions (mean ± SD 4.3±0.2, percentage 86±4.4%). There was no difference between the satisfaction scores of male and female students (p=0.34), whereas a slight difference was seen between 2nd- and 1st-year students’ satisfaction scores (88% versus 85%, p=0.03). There was also a statistically significant difference of perceptions between different medical schools’ students’ scores (p=.000). Students appear to be satisfied with the use of the mixed reality model for learning anatomy. A randomized trial to directly compare the satisfaction levels between traditional methods and mixed-reality model may be conducted and the effects of mixed-reality models on learning should be assessed.