Radiation oncologists require an in-depth understanding of anatomical relationships for modern clinical practice, although most do not receive formal anatomy training during residency. To fulfill the need for instruction in relevant anatomy, a series of four multidisciplinary, interactive learning modules were developed for a cohort of radiation oncology and medical physics residents. Instructional design was based on established learning theories, with the intent of integrating knowledge of specific anatomical regions with radiology and radiation oncology practice. Each session included presentations by a radiologist and a radiation oncologist, as well as hands-on exploration of anatomical specimens with guidance from anatomists. Pre- and post-tests distributed during each session showed significant short-term knowledge retention. According to qualitative surveys and exit interviews, participants felt more comfort' with delineating structures, gross anatomy, and radiograph interpretation at the end of each session. Overall participant experience was positive, and the modules were considered effective for learning radiologic anatomy. Suggestions for future interventions include more time, increased clinical application, additional contouring practice and feedback, and improved coordination between each of the three disciplines. Results and conclusions from this study will be used to inform the design of a future multi-day national workshop for Canadian radiation oncology residents.

Three‐dimensional (3D) digital anatomical models show potential to demonstrate complex anatomical relationships; however, the literature is inconsistent as to whether they are effective in improving the anatomy performance, particularly for students with low spatial visualization ability (Vz). This study investigated the educational effectiveness of a 3D stereoscopic model of the pelvis, and the relationship between learning with 3D models and Vz. It was hypothesized that participants learning with a 3D pelvis model would outperform participants learning with a two‐dimensional (2D) visualization or cadaveric specimen on a spatial anatomy test, particularly when comparing those with low Vz. Participants (n = 64) were stratified into three experimental groups, who each attended a learning session with either a 3D stereoscopic model (n = 21), 2D visualization (n = 21), or cadaveric specimen (n = 22) of the pelvis. Medical and pre‐medical student participants completed a multiple‐choice pre‐test and post‐test during their respective learning session, and a long‐term retention (LTR) test 2 months later. Results showed no difference in anatomy test improvement or LTR performance between the experimental groups. A simple linear regression analysis showed that within the 3D group, participants with high Vz tended to retain more than those with low Vz on the LTR test (R2 = 0.31, P = 0.01). The low Vz participants may be cognitively overloaded by the complex spatial cues from the 3D stereoscopic model. Results of this study should inform resource selection and curriculum design for health professional students, with attention to the impact of Vz on learning.

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Three‐dimensional (3D) digital anatomical models have been shown to promote student engagement and satisfaction, while demonstrating complex spatial anatomical relationships. However, there is limited research to suggest that 3D digital anatomy models are more effective in improving spatial anatomy performance over traditional resources, particularly for students with varying spatial visualization ability (Vz). The present study aims to investigate the educational effectiveness of a digital 3D stereoscopic anatomy model compared to a 2D visualization and cadaveric specimen of the human pelvis. This study also aims to examine the relationship between Vz and learning from a 3D stereoscopic anatomy model of the human pelvis. We hypothesized that participants learning from the 3D stereoscopic model of the pelvis would improve performance overall on an anatomy knowledge post‐test more than participants learning from a 2D visualization or cadaveric specimen, and that low Vz participants would benefit more from the use of the 3D stereoscopic model compared to their high Vz counterparts.Participants were recruited from the Post‐Baccalaureate, Medical Year 1, and Medical Year 2 classes at Lake Erie College of Osteopathic Medicine (n=64). All participants completed a demographic survey and Mental Rotations Test (MRT) pretest to determine initial Vz. Participants were then sorted into three groups, normalized for MRT score, sex, and education level. Each group was invited to a brief learning session using a 3D stereoscopic model (n=21), 2D visualization (n=21), or cadaveric specimen of the pelvis (n=22) respectively. The 3D model, developed using Amira® software, was projected stereoscopically using a dual projection system. All participants completed a pre‐ and post‐test in each session, consisting of 10 spatially‐oriented multiple choice questions pertaining to pelvis anatomy. Results show no significant difference in improvement from pre‐test to post‐test between the three groups. A linear regression analysis showed no significant correlations between MRT score and anatomy test improvement; however, Post‐Baccalaureate (novice) participants with high Vz tended to improve more after learning with the 3D model than Post‐Baccalaureate participants with low Vz. Participants with high Vz, irrespective of education level, improved more on a spatial anatomy test after learning with the 3D model compared to either of the other resources. Contrary to current literature, participants with low Vz appeared to benefit most from the 2D visualizations. Results of this study can be used to inform resource selection and curriculum design for health professional students, with special attention to the impact of Vz on learning.Support or Funding InformationFunded by a LECOMT Research Support Grant.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.