Abstract
<title>Abstract</title> <p>Purpose Despite increasing enrollment of visually impaired students in medical education, significant barriers persist in visually dependent disciplines, particularly in comprehending complex three-dimensional anatomical structures, as current instructional approaches remain largely unisensory and fail to leverage the potential cognitive benefits of systematic multisensory integration. This study aimed to design and evaluate a novel tactile-auditory integrated teaching strategy for systematic anatomy, hypothesizing its superiority over traditional Braille-based instruction in enhancing both academic performance and learning attitudes among visually impaired medical students. Methods A cluster-randomized controlled trial was conducted with 60 visually impaired students, wherein the experimental group (n = 31) received a multisensory adaptive intervention utilizing high-precision silicone models equipped with an embedded audio-feedback system, while the control group (n = 29) received conventional Braille-based instruction. Results Following a 16-week course, the experimental group demonstrated significantly higher scores in theoretical examinations, practical assessments, and overall composite scores compared to the control group (P < .005), and questionnaire results further revealed superior outcomes in self-directed learning engagement, multimodal adaptability, and clinical problem-solving abilities (P < .005). Conclusion The tactile-auditory coordinated training system significantly improves both objective knowledge acquisition and subjective learning experiences in visually impaired students, offering an effective, cost-constrained, and replicable pedagogical model for inclusive anatomy education, though future research should involve multi-center trials and explore advanced haptic technologies for broader curricular integration.</p>