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A web-based learning tool enhanced medical students' understanding of cross-sectional anatomy and improved academic performance. This interactive resource supported independent learning and was accessed frequently, especially during exams.

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Area of Science:

  • Medical Education
  • Anatomy

Background:

  • Cross-sectional anatomy knowledge is crucial for radiological image interpretation.
  • E12-plastinated slices are valuable but fragile learning resources with time constraints.
  • A web-based self-learning resource was developed to improve E12 slice interpretation and promote independent study.

Purpose of the Study:

  • To develop and evaluate an interactive online sectional anatomy learning tool (SALT).
  • To assess the impact of SALT on third-year medical students' learning experience and academic performance.

Main Methods:

  • Developed an interactive online sectional anatomy learning tool (SALT) using Courselab software.
  • Piloted SALT with third-year medical students studying regional and clinical anatomy.
  • Analyzed student participation and compared resource usage with academic performance.

Main Results:

  • SALT was accessed 338 times per aspect by 51% of the class, primarily outside class hours.
  • Resource usage peaked during exam periods, with continued use on weekends and holidays.
  • SALT usage positively correlated with improved academic performance (p < 0.05).

Conclusions:

  • SALT effectively promoted independent learning and enhanced student academic performance.
  • The online resource facilitated 24/7 access, supporting flexible learning on and off-campus.
  • Encourages educators to create tailored, inexpensive online resources to supplement traditional teaching.