ResearchAccording to the recent literature, multimedia teaching is more effective than conventional teaching. [1] Studies demonstrated that video-based surgical skills training improves knowledge retention, understanding, acquisition of surgical skills and satisfaction levels compared with conventional teaching. [2][3][4][5] Video-based teaching reduces the amount of verbal input needed during surgical skills illustration and also reduces learning time. [5] Training of surgical procedures requires teaching modalities that are elaborate and easy to understand. The teaching modality should relay details of the procedure in a way that closely resembles real-life scenarios anatomically, such as motion graphics in the form of 3D animation. [1,6] The animation of surgical procedures can be available to students through learning management systems (LMS) such as Moodle to create a learnerdriven teaching platform. Moodle, with its resources and activities (e.g. quizzes, surveys, assignments, chats, gradebooks and back-end databases), would make surgical training, continuous assessment and student feedback more effective. The end product of such a design is a multimedia virtual classroom of surgical procedure illustrations delivered to the student via Moodle. When such a resource has been developed and produced, it can be used over years without wear and tear. It is my (MJM) opinion that low-and middle-income countries need to harness the power of organised, multimedia virtual classrooms in medical training, which may appeal to the current generation of medical students. [1] This research proposes that surgical skills illustrations using 3D animation on a Moodle platform could improve students' understanding and satisfaction levels.Background. Teaching undergraduate surgical skills using plain models without detailed anatomy and text presentations lacks detail, and there is a need to explore other teaching methods. Objective. To establish whether there is a difference in the satisfaction level and understanding between students taught using 3D animation v. traditional methods. Methods. This was a randomised comparative study conducted over 1 year. Participants were third-and fifth-year undergraduate medical students who provided informed consent. They were randomly assigned to the 3D animation and traditional teaching groups. The animated procedures, the pre-and post-tests and the survey were hosted on Moodle. The difference between pre-and post-test scores is termed the impact score. The independent samples t-test was used to determine the significance of the difference in the impact scores of the two groups. Results. Forty-five fifth-year students participated in 3 skills illustrations and 45 third-year students participated in 2 skills illustrations, giving a total of 225 data points. 3D animation teaching is associated with better understanding than traditional teaching (t(223)=6.701; p<0.001) (experimental group, mean 3.11; control group, mean 1.51). Traditional teaching was given a median rating of 5 (good) and a mod...