The relative effectiveness of computer-based and traditional resources for education in anatomy

• Published in: Anatomical sciences education Vol. 6; no. 4; pp. 211 - 215
• Main Authors: Khot, Zaid, Quinlan, Kaitlyn, Norman, Geoffrey R., Wainman, Bruce
• Format: Journal Article
• Language: English
• Published: United States Blackwell Publishing Ltd 01.07.2013; Wiley-Blackwell; Wiley Subscription Services, Inc
• Subjects: Adolescent; Analysis of Variance; anatomical models; Anatomy; Anatomy - education; Computer Graphics; Computer Simulation; Computer Uses in Education; Computer-Assisted Instruction; computer-based education; computer-based resources; Curriculum; Educational Measurement; Educational Resources; Electronic Learning; Female; Foreign Countries; Gender Differences; gross anatomy education; Humans; Instructional Effectiveness; Learning; Male; mental rotation test; Models, Anatomic; Ontario; Pelvis - anatomy & histology; Sex Factors; Spatial Ability; Teaching - methods; Time Factors; Undergraduate Students; User-Computer Interface; Vandenberg Mental Rotations Test; virtual reality; virtual reality; mental rotation test; Visual Aids; Young Adult; Canada; Ontario; computer-based resources; computer-based education; anatomical models; virtual reality; mental rotation test; gross anatomy education
• ISSN: 1935-9772; 1935-9780; 1935-9780
• DOI: 10.1002/ase.1355

There is increasing use of computer–based resources to teach anatomy, although no study has compared computer‐based learning to traditional. In this study, we examine the effectiveness of three formats of anatomy learning: (1) a virtual reality (VR) computer‐based module, (2) a static computer‐based module providing Key Views (KV), (3) a plastic model. We conducted a controlled trial in which 60 undergraduate students had ten minutes to study the names of 20 different pelvic structures. The outcome measure was a 25 item short answer test consisting of 15 nominal and 10 functional questions, based on a cadaveric pelvis. All subjects also took a brief mental rotations test (MRT) as a measure of spatial ability, used as a covariate in the analysis. Data were analyzed with repeated measures ANOVA. The group learning from the model performed significantly better than the other two groups on the nominal questions (Model 67%; KV 40%; VR 41%, Effect size 1.19 and 1.29, respectively). There was no difference between the KV and VR groups. There was no difference between the groups on the functional questions (Model 28%; KV, 23%, VR 25%). Computer‐based learning resources appear to have significant disadvantages compared to traditional specimens in learning nominal anatomy. Consistent with previous research, virtual reality shows no advantage over static presentation of key views. Anat Sci Educ 6: 211–215. © 2013 American Association of Anatomists.