The Journal of the Federation of American Societies for Experimental Biology (FASEB) published the results of our study on the educational outcomes and overall impressions of medical students learning through our holographic model as compared with traditional cadaveric dissection.
Our results show that scores on the comprehension‐based questions significantly improved more after the holographic module than after the dissection, and additionally, students appear to react more positively to the holographic module than the dissection, regardless of which they were presented with first.
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