Comparing the efficacy of varying learning modalities for computer‐based education in anatomy

Abstract

We sought to identify whether online material is comparable to traditional lab-based study with anatomical specimens. Fifty-three university students with no experience in anatomy were tested. Subjects first completed the Vandenberg Mental Rotations Test (MRT), and then studied the anatomy of the pelvis from one of three stations: a plastic model (n=18), photographs of the same model (n=18) or a 3D interactive computer-generated (n=17). Subjects were given 10 minutes to study and a limitless amount of time to complete a quiz consisting of 15 nominal questions and ten functional questions. All subjects were tested using a wet specimen of the pelvis. There was a significant correlation between MRT scores and performance on nominal questions (r = 0.6, p<0.01), and between MRT score and performance on functional questions (r=0.3; p<0.05). Subjects learning using the plastic model performed significantly better on nominal questions (p<0.05). No differences were observed in performance on functional questions. We conclude that tangible models are invaluable tools for learning nominal anatomy, and 3D computer images fail to match their efficacy. The effectiveness of 2D pictures is yet to be elucidated. Grant Funding Source: Education Program in Anatomy