Abstract: Objective To explore the application and effectiveness of augmented reality (AR)-assisted functional magnetic resonance imaging (fMRI) fusion reconstruction in medical imaging teaching for clinical medicine interns. Methods Forty interns majoring in five-year clinical medicine of the 2019 grade from Tongji Medical College of Huazhong University of Science and Technology were enrolled from June to August 2023. Participants were randomly divided into an experimental group (n=20) and a control group (n=20). The experimental group received medical imaging instruction utilizing an AR-assisted fMRI fusion reconstruction teaching model, whereas the control group received traditional medical imaging education. A self-designed questionnaire was used to evaluate students′ learning interest and cognitive load in both groups, with an additional acceptance survey of the AR-assisted teaching model for the experimental group. Independent sample t-test, chi-square test, pearson correlation analysis and descriptive statistical analysis were used to analyze the data. Results In terms of the degree of interest, the scores ofthe improvement of knowledge interest, the improvement of learning initiative, and the associative thinkingin the experimental group were (4.10±0.79), (3.85±0.75), and (3.95±1.05),respectively. They were all higher than those in the control group (3.35±0.61), (3.35±0.67), and (3.20±0.62). In terms of cognitive load, the scores of the difficulty of mastering three-dimensional imagination ability, the course easiness, and the course impression in the experimental group were (4.70±0.47), (4.35±0.49), and (4.05±0.89), respectively. They were all higher than those in the control group (2.70±0.47), (3.20±0.62), and (3.15±0.59). All differences were statistically significant (all P<0.05). In the experimental group, there were more positive correlations between learning interest and cognitive load (r=0.58-0.81, all P<0.05). Eighty percent of the interns in the experimental group were willing to accept the new AR assistance teaching model. Conclusions Compared with traditional teaching methods, the AR-assisted fMRI fusion reconstruction teaching significantly enhances students′ interest, reduces cognitive load, and achieves high acceptance among students, indicating its considerable value for medical imaging education.

Key words: Teaching, Medical imaging, Functional magnetic resonance imaging, Augmented reality, Clinical medicine, Interns