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Related Experiment Video

Updated: Jul 17, 2026

Scaled Anatomical Model Creation of Biomedical Tomographic Imaging Data and Associated Labels for Subsequent Sub-surface Laser Engraving SSLE of Glass Crystals

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Learning in Stereo: The Relationship Between Spatial Ability and 3D Digital Anatomy Models.

Leah Labranche¹, Timothy D Wilson², Mark Terrell¹

¹Department of Anatomy, Lake Erie College of Osteopathic Medicine, Erie, Pennsylvania.

Anatomical Sciences Education

|February 2, 2021

Summary

Three-dimensional (3D) anatomical models did not improve anatomy test scores compared to 2D or cadaveric models. Spatial visualization ability influenced long-term retention in the 3D group.

Keywords:

3D anatomy gross anatomy education medical education spatial ability spatial anatomy comprehension stereoscopic 3D models

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Mixed Reality Technology and Three-Dimensional Printing in Teaching: Heart Anatomy as an Example

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Published on: April 18, 2025

Area of Science:

Medical Education
Anatomy Education
Educational Technology

Background:

Three-dimensional (3D) digital anatomical models offer potential for visualizing complex structures.
Existing literature presents conflicting evidence on the effectiveness of 3D models in improving anatomy performance, especially for students with low spatial visualization ability (Vz).

Purpose of the Study:

To investigate the educational effectiveness of a 3D stereoscopic pelvis model.
To examine the relationship between learning with 3D models and students' spatial visualization ability (Vz).

Main Methods:

Sixty-four medical and pre-medical students were divided into three groups: 3D stereoscopic model, 2D visualization, or cadaveric specimen.
Participants completed pre-tests, post-tests, and a long-term retention (LTR) test two months later.

Main Results:

No significant differences in anatomy test improvement or LTR performance were found between the 3D, 2D, and cadaveric groups.
Within the 3D group, higher spatial visualization ability correlated with better LTR performance (R² = 0.31, P = 0.01).
Low Vz participants in the 3D group may have experienced cognitive overload.

Conclusions:

3D stereoscopic models did not demonstrate superior educational effectiveness over 2D or cadaveric models for anatomy learning in this study.
Spatial visualization ability is a critical factor influencing learning outcomes with 3D anatomical models.
Curriculum designers should consider students' Vz when selecting educational resources for anatomy training.