Students' performance in teaching neuroanatomy using traditional and technology-based methods

Area of Science:

• Veterinary Anatomy Education
• Digital Learning Technologies
• Neuroanatomy

Background:

• The COVID-19 pandemic accelerated the adoption of digital teaching resources in anatomy.
• Traditional cadaver-based anatomy courses face limitations, prompting exploration of alternatives.
• Technologies like augmented reality (AR), virtual reality (VR), 3D models, and video lectures offer interactive anatomical visualization.

Purpose of the Study:

• To compare student performance in neuroanatomy using traditional methods versus technology-based digital learning.
• To evaluate the effectiveness of video lectures, 3D models, and 3D printed specimens in anatomy education.

Main Methods:

• Four groups of 72 first-year veterinary students were assigned to different learning modalities: traditional specimens, video lectures, 3D models, or 3D printed specimens.
• All groups received the same neuroanatomy lecture and demonstration tailored to their assigned method.
• Short-term and long-term memory retention were assessed using identical questionnaires after the lecture and four weeks later.

Main Results:

• Students utilizing video lectures and 3D printed models demonstrated significantly higher test scores compared to the control group using traditional specimens.
• Technology-based learning methods showed a positive impact on both short-term and long-term recall of neuroanatomical structures.
• Interactive and sensory-engaging digital methods appear to facilitate memorization more effectively.

Conclusions:

• Technology-based digital methods, specifically video lectures and 3D printed models, are effective alternatives to traditional anatomy teaching.
• These digital resources enhance student memorization of anatomical terms and structures through interactive and engaging learning experiences.
• The findings support the integration of digital tools into veterinary anatomy curricula for improved learning outcomes.