Effect of Spatial Ability on Enhancing Neuroanatomy Education with an Interactive 3D E‐learning Module

Abstract

Neuroanatomy is one of the most challenging topics in anatomy with many medical students and novice residents reporting they have the least amount of knowledge in the clinical neurological sciences, consider it to be the most difficult subject area, and have the lowest confidence in their diagnosis of patients with neurological complaints. A main reason for the reported challenges is the difficulty in developing a clear understanding of highly‐complex spatial relationships that exist between structures in neuroanatomy. The implementation of interactive three‐dimensional (3D) models into neuroanatomy curricula may provide an effective solution for mitigating the difficulties in spatial knowledge encountered by students using conventional learning resources, however this has yet to be fully examined in the literature.An interactive 3D e‐learning module was developed to complement gross anatomy laboratory instruction. The module provided students the opportunity to manipulate a dynamic 3D model to view structures from any desired angle, view deep cortical structures at high magnification, and add interactive structural labels.Eighty‐seven participants completed the study, which utilized a cross‐over design, to divide participants into two groups. Each group completed baseline anatomy knowledge and spatial ability assessments, followed by access to either the 3D e‐learning module or gross anatomy laboratory. Participants completed the first post‐module anatomy knowledge assessment prior to switching to the other learning modality. A final post‐module knowledge assessment was administered following student exposure to the second learning modality.No baseline differences were observed between groups. Students who initially accessed the 3D module scored significantly higher on the first post‐module knowledge assessment than the students who initially accessed the gross anatomy laboratory. Students who accessed the 3D learning resources following gross anatomy resources, significantly improved on the final post‐module knowledge assessment. A negative correlation was observed between spatial ability and change in assessment score following access to the 3D module suggesting that students with low spatial ability experienced a greater positive effect on their learning of neuroanatomy following the use of the 3D learning module than students with higher spatial ability. Results of this study could be used to guide the effective development and implementations of efficacious 3D e‐learning resources to improve neuroanatomical instruction.Support or Funding InformationOntario Graduate Scholarship