Students' performance in teaching neuroanatomy using traditional and technology‐based methods

The use of digital teaching resources became widespread and very helpful during the COVID‐19 pandemic as an alternative to a traditional course with cadavers. Technologies such as augmented reality (AR), virtual reality (VR), 3D models, video lectures and other online resources enable three‐dimensional visualization of the anatomical structures and allow students to learn more interactively. The aim of this study was to compare students' performance in the traditional anatomical courses in teaching neuroanatomy and technology‐based learning methods such as video lectures, 3D models and 3D printed specimens. Four groups of first‐year students of Veterinary Faculty established for the practical classes during the academic year 2021/2022 took part in this research. The total number of students participating in this research was 72. Each group attended separately the theoretical lecture with a demonstration based on a different technique; the control group used formalized specimens, while the three experimental groups used video lectures, 3D models and 3D printed specimens, respectively. Subsequently, all groups completed the same questionnaire testing their short‐term memory of the neuroanatomical structures. After four weeks students were tested for their long‐term memory of the neuroanatomy lecture with the follow‐up test containing an identical list of questions. The test scores using video lectures and 3D printed models were significantly higher compared with the group that learned in the traditional way. This study suggests that alternative approaches such as technology‐based digital methods can facilitate memorization of anatomical terms and structures in a more interactive and sensory engaging way of learning.