BACKGROUNDAlthough numerous online resources for gross anatomy are available, most feature two‐dimensional photographs generated by traditional digital cameras. Demonstrating the complex, three‐dimensional relations of anatomical structures in 2D images is challenging and difficult for students to understand. To that end, we developed two online learning modules on the gross anatomy of the orbit featuring photos taken by either plenoptic (allowed adjustment of the focal point between different areas within a single “living” picture) or tradition photography.OBJECTIVEThe project goal was to determine whether the incorporation of the plenoptic photographs into an online anatomy module would result in improved learning outcomes compared with a learning module containing traditional digital photographs.METHODS115 health professions students were randomly assigned into two groups and each group was allowed to view one of the two learning modules on gross anatomy of the orbit. The two modules were identical in content except for the type of photography (traditional = control; plenoptic = experimental) used to illustrate a dissected orbit. Pre‐and post‐quizzes composed of a mixture of low‐ and high‐degree of spatial difficulty were administered. A survey was also distributed to assess student evaluations of the module. Paired, parametric statistical tests were used to examine significant group differences in quiz score improvement between the two types of modules (control vs. experimental; α = 0.05).RESULTSOf the 115 students, 49 completed the study (43% participation rate) and of the participants, 26 were in control group and 23 in experimental group. All participants demonstrated improved performance in post‐quiz compared to the pre‐quiz but the increase was not significantly different between the two groups (control: 42.7%, experimental: 47.0%, P = 0.495). When quiz performance was analyzed based on degree of spatial difficulty, both groups demonstrated significant increases on questions with low‐ and high‐degrees of spatial difficulty (P<0.001). However, students in the experimental group demonstrated a larger increase (28.2%) in score for the questions with high degree of spatial difficulty compared to the control group (25.8%; P = 0.040). Qualitatively, all participants reported for both modules that they were well organized, easy to learn from, intellectually stimulating, and would recommend it to their peers.CONCLUSIONSThe results of our study demonstrate that an online learning module on gross anatomy can positively impact student learning and that plenoptic photography has potential to enhance students’ understanding of challenging 3D anatomical relations.Support or Funding InformationRymer Small Grant, Academy of Medical Educators, University of Colorado Anschutz Medical Campus