109 - Taking Anatomical 3D Digital Resources for GRANTed: What Is the Key for Student Uptake and Learning?

Poster Board Number: 109
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Introduction: For years, online resources have been used to augment anatomy learning, especially for complex anatomical and spatial relationships. Resources, such as 3D online anatomy models, are typically made available to learners on a course page or embedded in laboratories with the intent that learners will seek them out and use them in a self-directed manner. However, this assumption may not be benefitting learners, as many 3D models may have complex interfaces, too many tools, or not accurately represent real human anatomy. It is also possible that students don’t know how to effectively incorporate these resources into their learning which may result in low uptake, lower grades, and a poorer understanding of anatomical material. Inherently, educators assume that inclusion of 3D digital tools aid the learner in grasping simple or complex anatomical relationships and orientations. However, simply giving students access to such resources does not mean they will be utilized in a way that fosters learning or be used at all. Very little research exists on learners’ perception of how digital resources are implemented in anatomy courses, and no information exists on student feedback on the GRANTed anatomy models, developed by a team at the University of Toronto, and how they are deployed. We aim to assess learners’ perception of informal implementation of the GRANTed models in comparison to an instructor consistently using the models in lecture.

Methods: First-year students in a full year undergraduate anatomy course were invited to participate in this study (n =320). The models were placed on the course page at the beginning of the Fall term (2022) as supplementary material with very little guidance from the instructor and teaching assistants. At the beginning of the Winter term (2023), a questionnaire was made available to students asking about their use of the models in the first term, if they found them helpful, and their perceived impact on learning. In the second term, the models will be made available on the course page again and will also be used consistently in lectures throughout the term. The same questionnaire, with the addition of a few questions asking about the impact using the models in lecture had on learning, will be given following their midterm exam in the Winter term and again at the end of the academic year.

Results & Conclusions: The results of this study will be analyzed at a later date. This data will equip educators with the necessary guidance to ensure the educational use of the GRANTed models is maximized and that the GRANTed models are being used effectively by both educators and students.