The Effect of Image Quality on Anatomy Learning

Abstract

Illustrations are critical learning tools in anatomy education. However, evaluation of anatomy image quality is entirely subjective and images display an immense variance in complexity and clarity.The objective of the current study is to determine whether image quality impacts learnability of human anatomy. Undergraduate students with no previous anatomy and physiology background undergo a learning phase where they review two paper‐based instructional modules on independent anatomical material (human hand and eye). There are two versions of each module that vary in image quality, but contain identical text. One version contains low‐quality images the other high‐quality images. The high‐quality images had enhanced visual contrast, label clarity, colour‐coding and consistency in style and anatomical view across images. Immediately following the learning phase, participants are tested on their comprehension of the modules using either 2‐dimensional illustrations or anatomical specimens. Two delayed comprehension assessments are completed 24 and 48 hours later to determine long‐term learning outcomes. We predict higher comprehension scores when material is presented using high‐quality images on both immediate and delayed tests, and on both illustration‐based and specimen tests. Higher quality images will reduce any cognitive demands geared towards identifying and processing critical visual features and structures. As a result, more cognitive resources can be dedicated to consolidating presented information and integrating this new knowledge with pre‐existing information for stable, long‐term learning. This study will help guide medical illustrators to create educational material that maximizes learning.