Virtual reality (VR) technology platforms are continuously being adopted for training systems across many domains (Abich et al., 2021). These technologies are advancing in this era which is also taking over medical practices; learning about surgeries and human anatomy is now done mainly by digital technologies; that is where Virtual Reality comes in practically providing easy learning techniques since Virtual reality is a technology that mimics a virtual replica of the natural world in an interactive, computer-generated environment. The simulation experience is highly immersive and perceived through a virtual reality headset. The constant development of this technology made its experience realistic. The prices are rapidly increasing for different technologies, and as computer technology has progressed, virtual reality (VR) has become less pricey and more affordable (Maresky et al., 2019). VR technology can use in many ways for medical, gaming, and construction purposes. The use of VR for viewing and examining sizeable statistical data sets may offer some benefits: an additional display dimension, more ample viewing space, more human-centered interaction, and the possibility to link conceptual graphics to simulations of the real-world phenomenon rendering the data (Nelson, Cook and Cruz-Neira, 1999). The users are engaged in VR applications because a VR system can instantly react to the new action in virtual reality after detecting the user's intake (for example, through gesticulation). This engagement and the focus that VR offers create a sense of immersion (Dianne Cook et al., 1998).
Time is changing the method of learning. Because of it, medical institutes are under considerable societal pressure and budget constraints to enhance the quality of medical education and the safety of medical care. Medical students cannot retain only by reading books; they need substantial practical practice to develop good skills, so the notion of ''learning by doing'' has become adequate, particularly when intrusive procedures and high-risk care are mandated (Vozenilek et al., 2004a), Because of not many students can achieve what they are supposed to achieve. However, with the constant emergence of medical fields, the teaching and learning of medicine have undergone profound adaptations due to computer technologies. Medical schools worldwide, significantly in industrialized countries, have invested laboriously in modern computer technologies to adapt to this technological revolution(Ajuwon, 2003), which will undoubtedly happen in the future. Fortunately, in recent years there has been an outburst that was bound to emerge in the number of means available to enrich medical schooling in terms of web-based schooling, virtual reality, and high-fidelity patient simulation (Dianne Cook et al., 1998), in which virtual reality is becoming dominant. Medical education is constantly developing and undoubtedly enriched by newly discovered knowledge and revising facts provided by active and experimental research in all scopes of medicine (Alfalah et al., 2019) and surgical operations. Since Medical schooling keeps on changing. "Simulation is increasingly evolving into a cornerstone of clinical practicum and, though compelling, is resource intensive." ("Virtual reality and the mutation of medical education") The future of VR lies in its integration into curricula and specialized evolutions that allow shared simulated clinical experiences(Pottle, 2019), where users can practically learn to perform important medical operations. Since VR entangles the users entirely immersed in an interactive virtual environment, when utilized with suitable educational software, this permits the user to comprehend from experience in the virtual world (Pottle, 2019) without any constraints or to worry about any means of health care. Researchers are desperate to invent technologies in medical fields Since then, advanced technology like human-patient simulators, immersive virtual reality Cave Automatic Virtual Environment systems, video conferencing, and dissecting simulators have been widely used in medical education. However, to ensure that this virtual reality (VR) learning environments are utilized to their full potential, it is crucial to gauge learner acceptance of them (Huang, Liaw and Lai, 2016). As a result, it widely adopts across the medical industry. Because of this, Virtual Reality (VR) training atmospheres in the conveyance of anatomical instruction, Shift the understanding process from one that entails memorizing the structures without accurately understanding the 3-Dimensional (3D) links to a process that entails a comprehensive knowledge of the structure based on visualization instead of memorization, which makes the learning approach more effective, enjoyable, and time-saving (Falah et al., 2014) and the best way for the human brain to learn is to practice more than only memorizing. Its environments provide opportunities for students not just to passively experience, but also to create artifacts of that experience in the process of learning (Lok et al., 2006).
As we know, practical training in human anatomy is crucial for all medical professionals and students. However, dead bodies terrify everybody, including students and faculties. Instead of witnessing and touching horrifying and contemptuous carcasses, the students must undertake cadaveric dissecting of the body to comprehend the anatomy in three dimensions (Singh et al., 2015) in a virtual world. Undergraduate medical students often utilize films for training, and 360-degree virtual reality (VR) recordings are becoming more popular in clinical medical education. Therefore, it is essential to assess how immersive 360° VR video learning compares to two-dimensional (2D) VR video learning to acquire clinical skills. This randomized, intervention-controlled clinical research sought to determine if immersive 360° VR video enhances the learning efficiency of undergraduate medical students (Chao et al., 2022).
It is inappropriate to utilize dead human bodies in medical practices, even if they are donated, it is ethically not a good gesture towards the dead, but the cadaver is a priceless asset for study and instruction in the biomedical field. Students studying medicine and dentistry worldwide understand anatomy by dissecting the corpse. Additionally, contributed bodies are being utilized more frequently for biomechanical and other types of research, as well as for postgraduate exercises, such as to rehearse surgical methods. Even though this use of the dead body for medical purposes might be described as "common," there is no such guarantee that the corpses will be available in the future, and the benefit of the body for study and instruction even comes with ethical and legal issues ambiguities. Thus, careful ethical consideration is needed when acquiring dead people's bodies and handling them afterward by authorized associations.(Winkelmann, 2016). However, in later countries, cultural conventions and ethical problems have confined the acquisition of carcasses, and the percentage of students dissecting the bodies has become increasingly inimical with time. The result was that only a few trainees would dissect, while the prevalence looked on passively (N N O D I, 1990) which is a serious drawback for student education. And this problem is still the same as now only professionals dissect, and students look passively. Moreover, with time, medical colleges and universities were constrained to using corpses to train students on human anatomy. The lack of resources created feasibility and availability issues and posed legal and ethical problems. Such practices were eventually banned worldwide. Medical education providers, especially in developing countries, are yet to implement an alternative anatomy training method that is just as in-depth, hands-on, and effective as corpse dissection. The other ways to learn anatomy are many animals used in dissections are killed for that purpose, and techniques of animal procurement for dissection and other consumptive uses of animals in education typically cause pain and anguish for the animals (e.g., frogs, fatal pigs, cats, dogfish, sharks, bony fish, pigeons) (Balcombe, 2001). These Impediments to medical preceptors should look for alternate ways to impart medical information and comprehend procedural concepts (Vozenilek et al., 2004a). However, no medical proficient or specialist can master their specialization without adequate knowledge of human anatomy (Singh et al., 2015). In addition, medical education is changing at an accelerated rate. Twenty years ago, there were many differences between the complicated demands of the elderly, the variety of treatment options accessible, the interprofessional nature of care, and the complexity of the healthcare systems itself (Pottle, 2019). Because of the impediments, the living human body cannot directly use as a teaching tool for obvious ethical concerns. However, by creating teaching tools that closely resemble the human body, including its architecture, functions, and diseases, while doing so without jeopardizing safety, the hunt continues to enhance pedagogy and the learning experience (Falah et al., 2014) and doesn’t contempt the dead. The goal is to give aspiring doctors access to an educational system where they may build a solid foundation of knowledge and abilities to get them ready for interactions with actual patients. A VR Medical System integrates to support the anatomy system process to address the problems with the conventional medical teaching methods. (Falah et al., 2014). Although they are seen to be the most effective method for determining whether operators are prepared to manage emergency circumstances, real-world simulation exercises are not always a practical option. It is possible that traditional training methods centred on classroom lectures and multimedia learning materials are not very good at imparting procedural behaviours and practical skills (Calandra et al., 2022).
The ability to learn in virtual reality is even more likely to learn about the human body, preparing the student to interact with the live body in the future (Falah et al., 2014). The latest epochs of high-performance desktop computers are furnishing the basis for educational virtual reality (VR) and 3D computer visualizations and the potential to simulate and interact with vigorous surgical activities and approaches (Vozenilek et al., 2004b) for the betterment of the medical education system. Virtual reality (VR) can be deployed into a hospital environment based on the restrictions such technology possesses and how to design effective Virtual Environments for patients (Phelan et al., 2021).
In this research project, we ought to solve this problem using virtual reality by giving medical student perform hands-on knowledge about anatomy in a safe, risk-free, and effective learning environment of 3D models of human anatomical structure where they can interact with the models freely in a highly immersive environment without any ethical issues or worrying about any limitations unlike in real human body.