The Anatomy of E‐Learning Tools: Are modern e‐learning tools a suitable replacement for traditional learning methods?

Increasing class sizes and a reduction in laboratory hours have increased the popularity of commercial anatomy e‐learning tools. Our previous research (n=70) compared a simple 2dimensional e‐learning tool (A.D.A.M. Interactive Anatomy) to a more complex tool that allows for a more 3‐dimensional perspective (Netter's 3D Interactive Anatomy). Despite the differences in how these e‐learning tools present information, student ability to learn anatomical material, and their mental effort while doing so, known as cognitive load, were identical between elearning tools. However, when students with low spatial ability studied anatomical content with the more complex tool (Netter's 3D Interactive Anatomy), their performance scores were significantly lower than those students with high spatial ability (p=0.007, R 2 =0.103). These results indicate that e‐learning tool software design can differentially influence students based on their spatial ability, but questions remain regarding how these e‐learning tools compare to more traditional learning processes, such as physically manipulating a skeleton. Studies are ongoing to determine how performance scores are impacted when students study a bony joint using a physical skeleton compared to a simple commercial software program (A.D.A.M. Interactive Anatomy). Student performance on anatomical post‐tests will be compared to their mental rotation test (MRT) score (a measure of spatial ability) in an effort to determine the relationship between spatial ability and the effectiveness of models versus software. Using a novel dual‐task methodology, undergraduate anatomy students from Western University, Canada (n=75) are being assessed using a baseline knowledge test, Stroop observation task response times (a measure of cognitive load), MRT scores and an anatomy post‐test (a measure of learning). We hypothesize that the acquisition of anatomical knowledge by students, regardless of their spatial ability, will be superior when learning is associated with a real model, rather than currently available e‐learning tools. Results of this study will determine if currently available e‐learning tools are effective in delivering anatomical education; alternatively, if this is not the case, we will have identified a major weakness in the strategy to move traditional education online. Support or Funding Information Ontario Graduate Scholarship, Government of Ontario, Canada.