Student Perception on Integration of 3D Complete Anatomy Software Application in Medical Curriculum

Background Anatomy is a discipline where spatial visualization is of importance. In medical school, anatomy is often taught to students via lectures with slides and cadavers. While slide images and cadavers can show the relationships between muscles to a limited extent, neither can show movement well or be manipulated by the student to isolate specific structure(s). The 3D Complete Anatomy application was utilized by students to study muscle movements, determine points of proximal and distal attachment, understand spatial relationships between structures, take self‐assessments, and more, at their convenience. Objective of this study is to examine student perceptions about learning anatomy using 3D Complete Anatomy application and to explore how these perceptions shape the learning experience. Method At Florida International University Herbert Wertheim College of Medicine, first year students were provided iPad Mini’s with the 3D Complete Anatomy software. Students were advised to review the Complete Anatomy app during the introduction of the period 1 Anatomy course. Students were also encouraged to use the Complete Anatomy app during their mandatory anatomy lab sessions. Students’ feedback will be assessed using approximately ten survey statements that they can indicate their level of agreement with. Their responses will be scored using a five‐point Likert scale. The statements will assess the app’s ability to enhance students’ learning, retention of knowledge, and overall ease of studying the material. We are in the processes of getting exempt from IRB. Results We expect the results to support our hypothesis that the 3D Complete Anatomy Application would improve first year medical students’ learning, retention of concepts, and ease of studying the material. Additionally, we expect the students to recommend the app for future classes to be used along with to the plastinated and prosected models during anatomy lab sessions. Final data analysis of the variables will be done after obtaining IRB exempt. Conclusions We expect that the majority of students will believe that the 3D Complete Anatomy application assisted their understanding of the spatial relationships between anatomical structures and mastery of the material. Additionally, we believe this resource will be among the tools the students used on a regular basis to effectively learn the material. We hope to be able to apply this knowledge of using supplemental 3D applications to enhance students’ understanding of spatial relationships to future anatomy classes.