Role of 3-Dimensional Atlas in Learning Anatomy.

Abstract

Background: Effective anatomy learning requires an understanding of three-dimensional spatial relationships, orientation, and anatomical structures. Conventional teaching methods, although essential, may present difficulties in developing accurate three-dimensional mental representations. Interactive three-dimensional (3D) anatomical atlases may provide an effective complementary learning resource.

Aim: To evaluate the effectiveness of an interactive 3D anatomical atlas as an adjunct to conventional anatomy teaching among first-year MBBS students.

Materials and Methods: A prospective pilot study was conducted among 114 first-year MBBS students in the Department of Anatomy, S.N. Medical College, Agra. Randomization was performed using a computer-generated random number sequence. Each participant was assigned a unique identification number, and the randomization sequence was generated independently to allocate students to either the conventional teaching group (Group A, n = 64) or the 3D atlas supplemented teaching group (Group B, n = 50).  received conventional teaching supplemented with an interactive 3D anatomical atlas. Pre-test and post-test assessments were conducted to evaluate anatomical knowledge, identification of structures, and understanding of spatial relationships. Data were expressed as mean ± standard deviation and analyzed using paired and independent-samples t-tests.

Results: The mean pre-test scores were comparable between Group A (18.5 ± 2.4) and Group B (18.6 ± 2.3). Following the intervention, the mean post-test score increased to 26.5 ± 2.5 in Group A and 32.5 ± 2.5 in Group B. Both groups demonstrated significant improvement from pre-test to post-test (p < 0.001). However, the improvement was greater in Group B (13.9 points) than in Group A (8.0 points). The between-group difference in post-test scores was 6.0 points and was statistically highly significant (t = 12.04, p < 0.001). Group B showed a 22.6% higher post-test performance compared with Group A.

Conclusion: The use of an interactive 3D anatomical atlas as an adjunct to conventional anatomy teaching significantly improved students’ academic performance. Interactive visualization through rotation, zooming, isolation, and layer removal may enhance understanding of anatomical structures and spatial relationships. Therefore, 3D atlas-based learning can be effectively incorporated as a complementary approach in undergraduate anatomy education.