The Effects of Image Type and Signaling on Learning in Human Anatomy: Schematics versus Dissection‐based Cadaveric Photographs

Abstract

The multimedia principle states that individuals learn best from a combination of images and text, rather than text alone. In gross anatomy education, images such as schematics and photographs are often utilized to promote the learning of anatomical concepts and effectively prepare students for laboratory sessions and course examinations. Students enrolled in human anatomy courses are typically offered a variety of resources containing either schematics, dissection‐based cadaveric photographs, or both – which are often laden with coloured highlights and text‐based labels. While ‘signalling’ (eg. using colours or labels to highlight important anatomical structures) has been shown to decrease cognitive load (an outcome associated with improved learning), it is unclear whether using schematics or dissection‐based cadaveric photographs influences students' learning efforts differently. The aim of this project was therefore to compare the influences of schematics and dissection‐based cadaveric photographs on students' examination performance and short‐term knowledge retention. At the onset of this project, a pilot study was conducted on students enrolled in an advanced undergraduate human anatomy course. Participants were randomly assigned to one of four modules containing specific image types: cadaveric photographs (CP), coloured cadaveric photographs (cCP), schematics (SC), or coloured schematics (cSC). They then used their assigned module to study an anatomical region prior to completing two examinations; (1) immediately after the study period, and (2) one week after the first examination. Performance on the examinations and short term knowledge retention were compared between groups, and no statistically significant differences in mean examination performance were detected between them (p> 0.05). However, examination scores of those assigned to modules that contained images subjected to signalling demonstrated less drastic mean performance decreases in the second examination than those who studied the modules containing non‐coloured images. These findings suggested that the images subjected to signaling may have aided short‐term knowledge retention. The present study repeated the pilot study protocol on students enrolled in a large third‐year undergraduate introductory human anatomy course. The preliminary results indicated a similar trend, wherein signaling had beneficial effects on students' short‐term retention. The results of this project suggest that signaling using coloured highlights should be used when creating a novel resource, regardless of the type of image that is used. These findings may be used to inform the development of pedagogical resources and create teaching materials that promote the retention of anatomical knowledge and concepts.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.