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While anatomy learning is an essential part of medical education, thereremain significant challenges in traditional learning methods, In this paper,we introduce two in-house anatomy training solutions that can visualize andsuperimpose 3D virtual anatomy models with informative labels using a hand-heldtablet or a wide-screen AR. To investigate the feasibility and effectiveness ofthe proposed tablet-based 3D visualization and AR tools, we conducted alarge-scale study with 236 students enrolled in undergraduate premedicalprograms (95 M, 141F in 118 dyadic teams). In this study, participant studentswere split into three groups to use one of the following learning tools in ateam-based anatomy painting activity: (1) conventional textbook, (2) hand-heldtablet-based 3D visualization, and (3) screen-based AR. The results showed thatstudents who used the tablet-based visualization tool or the AR learning toolreported significantly higher (more positive) learning experience scores thanthose who used a textbook. Though we did not observe a significant differencein knowledge retention among the three learning tools, our further analysis ofgender effects revealed that male participants generally reported more positivelearning experience scores than female participants. Also, the overallexperience of mixed-gender dyads was reported to be significantly lower thanothers in most of the learning experience and performance measures. Whilediscussing the implications of our results in the context of anatomy andmedical education, we highlight the potential of our learning tools withadditional considerations related to gender and team dynamics in body paintinganatomy learning interventions.

A Large-Scale Feasibility Study of Screen-based 3D Visualization and  Augmented Reality Tools for Human Anatomy Education: Exploring Gender  Perspectives in Learning Experience