Comparison of traditional methods with 3D computer models in the instruction of hepatobiliary anatomy Virtual reality and brain anatomy: a randomised trial of e-learning instructional designs. Role of a computer-generated three-dimensional laryngeal model in anatomy teaching for advanced learners. The Effects of Sex, Sexual Orientation, and Digit Ratio (2D:4D) on Mental Rotation Performance Sex differences in spatial abilities of medical graduates entering residency programs
This study was design ed to determine whether an interactive three‐dimensional presentation depicting liver and biliary anatomy is more effective for teaching medical students than a traditional textbook format presentation of the same material . Forty‐six medical students volunteered for participation in this study .  Baseline demographic information , spatial ability , and knowledge of relevant anatomy were measured . Participants were r and omized into two groups and presented with a computer‐based interactive learning module comprised of animations and still images to highlight various anatomical structures ( 3D group ) , or a computer‐based text document containing the same images and text without animation or interactive features ( 2D group ) . Following each teaching module , students completed a satisfaction survey and nine‐item anatomic knowledge post‐test . The 3D group scored higher on the post‐test than the 2D group , with a mean score of 74 % and 64 % , respectively ; however , when baseline differences in pretest scores were accounted for , this difference was not statistically significant ( P = 0.33 ) . Spatial ability did not statistically significantly correlate with post‐test scores for the 3D group or the 2D group . In the post‐test satisfaction survey the 3D group expressed a statistically significantly higher overall satisfaction rating compared to students in the 2D control group ( 4.5 versus 3.7 out of 5 , P = 0.02 ) . While the interactive 3D multimedia module received higher satisfaction ratings from students , it neither enhanced nor inhibited learning of complex hepatobiliary anatomy compared to an informationally equivalent traditional textbook style approach . Anat Sci Educ 4 : 84–91 , 2011 . © 2011 American Association of Anatomists CONTEXT Computer-aided instruction is used increasingly in medical education and anatomy instruction with limited research evidence to guide its design and deployment . OBJECTIVES To determine the effects of ( a ) learner control over the e-learning environment and ( b ) key views of the brain versus multiple views in the learning of brain surface anatomy . DESIGN R and omised trial with 2 phases of study . Participants Volunteer sample of 1st-year psychology students ( phase 1 , n = 120 ; phase 2 , n = 120 ) . Interventions Phase 1 : computer-based instruction in brain surface anatomy with 4 conditions : ( 1 ) learner control/multiple views ( LMV ) ; ( 2 ) learner control/key views ( LKV ) ; ( 3 ) programme control/multiple views ( PMV ) ; ( 4 ) programme control/key views ( PKV ) . Phase 2 : 2 conditions : low learner control/key views ( PKV ) versus no learner control/key views ( SKV ) . All participants performed a pre-test , post-test and test of visuospatial ability . MAIN OUTCOME MEASURES A 30-item post-test of brain surface anatomy structure identification . RESULTS The PKV group attained the best post-test score ( 57.7 % ) and the PMV group received the worst ( 42.2 % ) , with the 2 high learner control groups performing in between . For students with low spatial ability , estimated scores are 20 % lower for those who saw multiple views during learning . In phase 2 , students with the most static condition and no learner control ( SKV ) performed similarly to those students in the PKV group . CONCLUSIONS Multiple views may impede learning , particularly for those with relatively poor spatial ability . High degrees of learner control may reduce effectiveness of learning OBJECTIVES ( 1 ) To investigate the efficacy of a computer-generated three-dimensional laryngeal model for laryngeal anatomy teaching ; ( 2 ) to explore the relationship between students ' spatial ability and acquisition of anatomical knowledge ; and ( 3 ) to assess participants ' opinion of the computerised model . SUBJECTS AND METHODS Forty junior doctors were r and omised to undertake laryngeal anatomy study supplemented by either a  three-dimensional computer model or two-dimensional images . Outcome measurements comprised a laryngeal anatomy test , the modified V and enberg and Kuse mental rotation test , and an opinion survey . RESULTS Mean scores ± st and ard deviations for the anatomy test were 15.7 ± 2.0 for the ' three dimensions ' group and 15.5 ± 2.3 for the ' st and ard ' group ( p = 0.7222 ) . Pearson 's correlation between the rotation test scores and the scores for the spatial ability questions in the anatomy test was 0.4791 ( p = 0.086 , n = 29 ) . Opinion survey answers revealed significant differences in respondents ' perceptions of the clarity and ' user friendliness ' of , and their preferences for , the three-dimensional model as regards anatomical study . CONCLUSION The three-dimensional computer model was equivalent to st and ard two-dimensional images , for the purpose of laryngeal anatomy teaching . There was no association between students ' spatial ability and functional anatomy learning . However , students preferred to use the three-dimensional model In spite of the reduced level of experimental control , this large scale study brought some clarity into the relation between mental rotation task ( MRT ) performance and a number of variables where contradictory associations had previously been reported in the literature . Clear sex differences in  MRT  were observed for a sample of 134,317 men and 120,783 women , with men outperforming women . There were also MRT differences as a function of sexual orientation : heterosexual men performed better than homosexual men and homosexual women performed better than heterosexual women . Although bisexual men performed better than homosexual men but less well than heterosexual men , no significant differences were observed between bisexual and homosexual women . MRT performance in both men and women peaked in the 20–30 year range , and declined significantly and markedly thereafter . Both men and women showed a significant negative correlation between left and right digit finger ratio and MRT scores , such that individuals with smaller digit ratios ( relatively longer ring finger than index finger ) performed better than individuals with larger digit ratios Sex differences favoring males in spatial abilities have been known by cognitive psychologists for more than half a century . Spatial abilities have been related to three‐dimensional anatomy knowledge and the performance in technical skills . The issue of sex differences in spatial abilities has not been addressed formally in the medical field . The objective of this study was to test an a priori hypothesis of sex differences in spatial abilities in a group of medical graduates entering their residency programs over a five‐year period . A cohort of 214 medical graduates entering their specialist residency training programs was enrolled in a prospect i ve study . Spatial abilities were measured with a  redrawn V and enberg and Kuse Mental Rotations Tests in two ( MRTA ) and three ( MRTC ) dimensions . Sex differences favoring males were identified in 131 ( 61.2 % ) female and 83 ( 38.8 % ) male medical graduates with the median ( Q1 , Q3 ) MRTA score [ 12 ( 8 , 14 ) vs. 15 ( 12 , 18 ) , respectively ; P < 0.0001 ] and MRTC score [ 7 ( 5 , 9 ) vs. 9 ( 7 , 12 ) , respectively ; P < 0.0001 ] . Sex differences in spatial abilities favoring males were demonstrated in the field of medical education , in a group of medical graduates entering their residency programs in a five‐year experiment . Caution should be exerted in applying our group finding to individuals because a particular female may have higher spatial abilities and a particular male may have lower spatial abilities . Anat Sci Educ 6 : 368–375 . © 2013 American Association of Anatomists
Anatomy knowledge has been found to include both spatial and non-spatial components .
However , no systematic evaluation of studies relating spatial abilities and anatomy knowledge has been undertaken .
The objective of this study was to conduct a systematic review of the relationship between spatial abilities test and  anatomy knowledge assessment .