Abstract
Abstract An evaluation of a first‐year course in human anatomy was designed to measure the impact of introducing a generic, computer assisted learning (CAL) program for medical education. Results of the study suggested that use of the different media resources facilitated complementary aspects of learning. A positive influence on the process of learning resulted from working in groups with the CAL program before going into a dissection laboratory for the first time. Both staff and students were able to use their time more efficiently, and an improvement in the overall quality of learning was noted. This was partly attributed to high motivation and interest levels that resulted from the use of the CAL program, and partly to the holistic approach supported by the combination of resources.
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