Student and staff experiences of interactive digital models when learning animal anatomy

Abstract

Compared to human medical sciences, digital models of animals are rare, often behind subscription services and are comparatively lacking in interactivity and accessibility features. This study explores how digital models are currently being used to teach animal anatomy, providing the data required to construct the best anatomical models possible, to best suit the needs of a diverse student community. We designed an online survey which was completed by 35 students and eight staff learning and teaching veterinary and biological sciences from six universities across the United Kingdom. The results showed students struggle most with learning topographically vast body regions, such as the nervous and endocrine systems, and the anatomy of exotic and equine species. We find that digital models are being used more frequently by those on veterinary degrees compared to the biological sciences, often to consolidate learning after anatomy practicals. However, most participants were not aware of the existing resources we asked them to rate. Participants agreed that better digital models are needed in anatomy education, which would help students prepare for their studies and future careers. The most important features of the ideal digital anatomical model were being free to use and easy to navigate, with highly detailed annotations which can be toggled on and off to test anatomical knowledge. Participants agreed that while implementation of this ideal digital model would facilitate learning, virtual dissection practicals should not replace traditional anatomy practicals due to the valuable skills gained from hands-on experience with real tissue and dissection tools.