Investigating Digital and Three-Dimensional Approaches for Enhancing Human Anatomy Education

Abstract

The anatomical sciences form the cornerstone of clinical professions including medicine, surgery, and dentistry. Gross anatomy is essential for clinical examination, surgical procedures, and clinical image interpretation. Embryology provides basis for understanding fertility, antenatal care, and congenital abnormalities. Human anatomy and embryology are three-dimensional (3D) and visual disciplines, and anatomy education is increasingly delivered in a blended format. Therefore, it is important to identify effective 3D visualisation approaches for practical and remote delivery of anatomical education. This project aimed to identify the topics and concepts of anatomy learning considered to be challenging by students, and to develop specific 3D visualisation learning activities to address these areas. Learning approaches comprising an anatomy visualisation table, 3D-printed models, and remote digital resources were developed. A pragmatic mixed-methods approach was used to triangulate the value of learning activities. Pre-post and delayed experimental testing and Likert-type questionnaire items were analysed statistically to identify learner performance and perceptions. Significant improvements in learner interpretation of clinical images were identified when a combined visualisation table and 3D printed model activity was compared to a two-dimensional (2D) control (P < 0.001). Additionally, remote visualisation resources for gross anatomy learning were implemented, and significant improvements in student learning performance were identified (P < 0.001). For each phase of the study, free-text questionnaire items were analysed by semiquantitative content analysis, and deeper learner perceptions identified in phenomenological focus groups were analysed by qualitative thematic analysis. In general, learners had positive perceptions of new activities involving 3D anatomy and embryology resources when used in practical and remote learning environments. These findings suggest that 3D synchronous multimodal resources and asynchronous 3D digital learning resources can enhance student abilities in clinical image interpretation and embryology learning. Thus, this work provides guidelines supporting the implementation of 3D visualisation strategies in medical and health curricula to improve student understanding of human anatomy education.