Evaluation of a Virtual 3D Learning Resource in Neuroanatomy for Undergraduate Medical Students

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In contrast to traditional teaching strategies, e‐learning presents the opportunity for development of learner‐centered educational tools, tailored to meet each student's distinct needs; however this has yet to be examined fully in the literature. Our study's cross‐over design divided participants into two groups, each beginning with anatomy knowledge and visuo‐spatial ability tests, followed by access to either the 3D online learning module or the gross anatomy laboratory. Participants were administered a second anatomy knowledge test, prior to switching to the other learning modality. There were no significant differences between groups in their baseline anatomy knowledge or visuo‐spatial abilities. Students who first accessed 3D online resources scored significantly better than students who accessed gross anatomy resources on the first anatomy knowledge test. After learning with both modalities, there were no significant differences between groups. No correlations were found between spatial ability and assessment score. Students responded positively to the 3D module, and their learning outcomes were equivalent or improved compared to when taught in the gross anatomy lab. Larger studies are required to confirm these preliminary results. Results may be used to help establish guiding principles to facilitate the design and implementation of effective and efficient e‐learning curricula.