Learning phases and post-tests
Study 1: Participants had three minutes to memorise a 2D-labelled diagram of the superior view of heart valves (Fig. Learning materials provided to the participants. (Study 2: Participants were randomly assigned to one of two groups via block randomisation. One group was shown a photorealistic 3D model of the liver, while the other group was shown the artistic version of the photogrammetric model (A3DM). The resources were developed in-house via photogrammetry of plastinated liver specimen. The photographs of plastinated liver specimens (Von Hagens Plastination, Gubener Plastinate GmbH, Guben, Germany) were taken at every 5 degrees of rotation using an automated turntable. This was performed 4–5 times at different angles to capture all the specimen's details. The best 100 photos (the limit under Autodesk's educational license) were stitched together using Autodesk Recap Photo (Autodesk Inc., 2015, California, USA) to generate a 3D model. In Autodesk Maya (Autodesk Inc., San Rafael, CA), the 3D model was refined, and a texture map was applied to generate PR3DM. In A3DM, textures were homogenised and structures colour-coded using Blender (V3.2.1, Stichting Blender Foundation, Amsterdam)Participants were instructed to memorise the names and positions of 15 labelled components of the liver, and their relationships to each other. In the study by Skulmowski, participants were given 90 s to study a 2D knee model with 16 labelsFace validity of both the drawing assessment for Study 1 and liver post-test questions for Study 2 were ensured by expert discussion, where questions were assessed to be appropriate to address the research aims. Questions of study 2 were also designed similarly to the school’s practical anatomy spot tests, of which the researchers have much experience in writing.