Case Study: TCU Uses 3D Anatomy to Teach Human Body

TCU Anne Burnett Marion School of Medicine - Arnold Hall – Photo courtesy of TCU

The Dissection Dilemma

For generations, cadavers and textbooks have formed the foundation of medical anatomy education. But these traditional tools have limitations: cadaver labs are costly, logistically challenging, and inherently finite. In a rapidly evolving medical field, institutions are asking how to modernize education without compromising depth or quality.

“Disruptive innovations come rarely. But when they do, they forever change the way something has been done. Anatomy learning is a perfect example.”

TCU’s Bold New Blueprint

Texas Christian University’s Burnett School of Medicine saw an opportunity to do things differently. As a young and innovative medical program, TCU has consistently embraced technology from the outset. Its leaders envisioned a future where students learned anatomy through both tradition and transformation, where cadaver dissection could be enhanced by immersive visualization. This vision led them to the groundbreaking HoloAnatomy® immersive learning platform.

An XR Odyssey Begins

TCU’s journey began with a collaboration with Case Western Reserve University, where HoloAnatomy® was originally developed, and with AlensiaXR, the team that brought it to life across institutions.

TCU integrated HoloAnatomy® not as a replacement for cadavers but as a complementary tool. This blended model enabled deep and flexible engagement.
As one faculty member explained:

“We use it in conjunction with cadaver anatomy. We use them together. It allows our students to have a guided tour of what the perfect anatomy is before they go in and explore and learn from their donor cadaver.”

By layering immersive technology on top of hands-on learning, TCU gave students a powerful bridge between conceptual and tactile understanding.

HoloAnatomy: Hands-Off, Minds-On

HoloAnatomy allows students to explore 3D holographic models of the human body using mixed reality headsets. Students can zoom, rotate, isolate systems, and walk around virtual bodies — either solo or in a shared, collaborative space.

This flexibility changes the classroom dynamic entirely:

“Everyone’s got their own. Everyone’s able to use it and walk around. We’re not all, you know, stuck over one cadaver, so that aspect of the portability and accessibility to all the students... I can zoom in. I can maneuver the body how I want, while the person next to me can do theirs differently. I think that’s a huge advantage.”

It’s not just a technological leap—it’s a pedagogical one.

From Confusion to Clarity

Student engagement soared. Learners now report better spatial understanding, clearer anatomical visualization, and stronger clinical preparation. One student described using HoloAnatomy to present the anatomy of a C-section:

“...it was really helpful. And it’s a super helpful tool moving forward because it lets you see what should be there and really get a clear picture of those layers, but still in a 3D model... You can spin it. You can walk around it. You can get close. You can back up, and that’s what surgery is like.”

Key Takeaway

Mixed reality isn’t replacing traditional medical education; it’s amplifying it. TCU’s adoption of HoloAnatomy® proves that when schools invest in immersive learning, they empower future clinicians with the confidence, clarity, and creativity to excel in classrooms, labs, and real clinical environments.