High Schools Embrace VR Anatomy Learning
A cohort of four educators from Bullock Creek, Freeland, Beal City, and Essexville-Garber high schools recently attended a two-day professional development programme at Central Michigan University (CMU). The session aimed to prepare them for instruction in HSC 211: Anatomy and Physiology, a dual-enrollment course that offers three undergraduate credits. During the training, participants were introduced to an immersive mixed-reality environment permitting detailed study of skeletal, cardiovascular, and neural structures.
The workshop centred on the deployment of Meta Quest 3 headsets, enabling users to examine, and in some instances to inhabit, three-dimensional models of organs. CMU’s College of Health Professions provided 25 headsets for the pilot group, each featuring high-resolution displays, spatial tracking, and interactive controls. Instructors were guided through a structured curriculum that combined didactic lectures on anatomical terminology with hands-on virtual exploration.
Each teacher will integrate the headsets into lessons for junior and senior anatomy and physiology students in the coming academic year. In addition, plans are underway to offer the technology to Advanced Placement and introductory biology classes, broadening access to immersive learning tools. The headsets operate on rechargeable lithium-ion batteries, with a typical runtime of one to two hours before requiring replenishment. CMU staff have established protocols for sanitisation between uses, utilising medical-grade wipes and replaceable face-cover pads to maintain hygiene.
One participant, Emily Crambell of Bullock Creek High School, returned to the teaching profession just over twelve months ago following a decade in industry. The VR initiative offered her an entirely new pedagogical approach. To familiarise themselves with the equipment, the cohort engaged in a collaborative activity known as Reverse Operation, placing virtual organs into their correct positions within a digital skeleton. This exercise emphasised both anatomical accuracy and the intuitive handling of controllers.
The mixed-reality programme is underpinned by a US Department of Agriculture grant of US$ 500,000, awarded for the period 2025-28. Funding covers the procurement of hardware, development of instructional materials, and ongoing support for participating schools. CMU officials anticipate renewal of the grant beyond 2028, with the potential to extend the scheme to additional high schools across Michigan. Delivery of the headsets to the four pilot institutions is scheduled for summer 2025, ensuring readiness for the start of the 2025-26 school year.
This initiative forms part of CMU’s Fire Up! Forward programme, which facilitates dual-enrolment opportunities at minimal or no cost to Michigan students. By reducing financial barriers, the scheme seeks to foster early engagement with higher education and to encourage graduates to pursue careers in their hometowns. Kaleb Patrick, interim vice-president of Innovation and Online Learning at CMU, has emphasised the importance of inspiring local talent to enter health-care professions.
At the university level, Associate Professor Roop Jayaraman instructs the same Anatomy and Physiology course over a 16-week semester. In contrast, high school students will cover identical content across an entire academic year, allowing for deeper reflection and integration of material. Jayaraman will maintain regular contact with the four instructors, conducting virtual check-ins and reviewing lesson plans to ensure curricular alignment and to uphold the academic rigour of the programme.
By combining collegiate credit with cutting-edge VR technology, CMU and its partner schools aim to stimulate interest in allied health fields. Anatomy and Physiology is widely recognised as a foundational course for careers ranging from nursing and physiotherapy to medical imaging and research. The immersive mixed-reality experience not only enhances conceptual understanding but also seeks to bridge the gap between theoretical knowledge and practical application. The pilot’s success may pave the way for further integration of advanced learning technologies in secondary education, signalling a new era for STEM pedagogy in the region.
