The Impact of 3D Anatomy Apps on Health Science Students

The field of anatomy education has undergone a significant transformation with the advent of 3D anatomy applications. These apps offer a dynamic and interactive way for health science students to learn about the human body. This article explores the impact of these apps on academic competencies, focusing on their usage, perceived usefulness, and contribution to skill development.

Historically, anatomy education relied heavily on dissections and illustrated textbooks. However, the integration of technology, particularly 3D anatomy apps, has revolutionized the learning experience. These apps provide accessible and standardized anatomy education, supplementing traditional methods and catering to the needs of modern students. The COVID-19 pandemic further accelerated the adoption of digital tools in anatomy education, highlighting their importance in remote learning environments.

A descriptive cross-sectional study was conducted involving 88 health science students from various Spanish universities. The study aimed to analyze the usage patterns of 3D anatomy apps, assess students' perceptions of their usefulness, and evaluate their contribution to the acquisition of academic competencies. An online survey was used to collect data on app usage, perceived usefulness, and the impact on specific competencies related to anatomy.

The study revealed that a significant majority of students (75%) were familiar with and had used 3D anatomy apps. Among the most popular apps were Anatomy Learning-Anatomía 3D, Atlas de Anatomía Humana 2024, Anatomía Atlas 3D, and Complete Anatomy ’24. Most students primarily used free apps or the free versions of paid apps. A substantial portion of the participants reported using these apps frequently for exam preparation, indicating their perceived value in academic study.

The results indicated that students generally found 3D anatomy apps helpful in understanding the content of their anatomy courses. A high percentage of participants believed that these apps contributed significantly to their understanding of anatomical structure and morphology. However, the perceived contribution to the study of anatomical function was less pronounced, suggesting a potential area for improvement in app design and functionality.

In addition to academic competencies, the study also explored the impact of 3D anatomy apps on cognitive and interaction skills. Students reported improvements in three-dimensional understanding, accurate identification of anatomical structures, and spatial relations. The apps also fostered interactivity, collaboration, and autonomy in learning, providing students with valuable tools for independent study and knowledge sharing.

While this study provides valuable insights into the use and impact of 3D anatomy apps, it is important to acknowledge certain limitations. The sample was limited to students from Spanish universities, and the cross-sectional design does not allow for causal inferences. Future research should explore the long-term effects of using these apps, investigate their effectiveness in diverse educational settings, and examine the impact on clinical practice. Additionally, further studies are needed to identify specific features and functionalities that enhance the acquisition of different competencies.

3D anatomy apps have emerged as valuable tools in modern health sciences education. They offer a dynamic and interactive way for students to learn about the human body, enhance their understanding of anatomical concepts, and develop essential academic, cognitive, and interaction skills. As technology continues to evolve, these apps have the potential to further transform anatomy education and improve student outcomes. Continued research and development are needed to optimize their effectiveness and ensure that they meet the evolving needs of students and educators.