Introduction
cadaver dissections
Medical education requires a holistic approach to the human body. Learning anatomy is one of the most essential elements in the preclinical education process of medical students [Throughout the years, various methods have been utilized for anatomy education. Traditional approaches included cadaver dissections and physical models, which provided a three-dimensional (3D) perspective. Additionally, two-dimensional (2D) materials such as atlases, chalk drawings, and slide presentations have played a significant role in facilitating the study outside of the laboratory. However, since these materials are limited in providing stereoscopic sight, they were highly dependent on an individual’s cognitive abilities to visualize the structures [Over time, due to reduction of laboratory hours [The literature on this topic demonstrates variations in the effectiveness of these methods when compared to one another. While some have compared physical models to computer-based 3D anatomy programs and found that 3D digital models are less effective [The utilization of these models, whether for self-learning by students or as teaching materials by instructors, may also have contributed to the emergence of disputed results in the literature. The majority of studies focused on students’ self-learning experiences. Nevertheless, according to Mayer’s cognitive theory of multimedia, the optimal way of learning for students is by using both images and narration in an electronic learning environment [Traditionally, teachers use slide presentations with atlas images and provide narration in lecture videos. Since 3D models were proposed as promising tools in many studies [In this randomized controlled experiment, we sought to investigate the effect of using 3D PDFs instead of 2D atlases on learning in lectures. The research question was “Is 3D PDF more effective than 2D atlas for using in the lectures as a visual material to teach complex and less complex anatomical structures to initial learners?”.We chose two different anatomical structures by considering their complexity to test the hypothesis that 3D PDF would be more effective than traditional atlas for teaching both complex and less complex anatomical structures. In order to investigate its effect on initial learning, the lecture videos were presented to medical students who had never studied the structures before. Subsequently, short and long-term retention performances were tested. The results of this study may shed light on the effectiveness of 3D PDF, which is a free and more accessible tool to teach anatomy.