A sectional anatomy learning tool for medical students: development and user-usage analytics.

BACKGROUND: A sound knowledge of cross-sectional anatomy is needed to interpret radiological images. Ultrathin E12-plastinated slices serve as good learning resources to begin with, but effective utilisation of these resources are often challenging due to their fragility and lack of adequate laboratory time. To enhance interpretation of E12 slices, and also to promote independent learning, we developed a web-based self learning resource.

METHODS: An interactive online sectional anatomy learning tool (SALT) to learn the cross-sectional anatomy of the spinal levels, thorax, abdomen and pelvis was developed using Courselab software. SALT was piloted on third-year medical students learning regional and clinical anatomy of the human body. At the end of the academic year, student participation within the resource was analysed, and the resource usage was compared with the users' academic performance.

RESULTS: Each aspect of SALT was accessed 338 times on average, by 51% of the class. The majority medical students accessed the resource after class hours. Continued research usage was observed on weekends and holidays, which peaked during exam periods. SALT usage also had a positive impact on the users' academic performance (p < 0.05). Students also used the resource after exams and during their subsequent years of study.

CONCLUSION: SALT promoted independent learning, as well as enhanced students' learning experience and academic performance. Having the benefit of online access, the resource was used almost 24/7, both on and off-campus. Educators should be encouraged to develop and trial their own simple inexpensive online resources tailormade to meet student needs and supplement to the existing traditional teaching techniques.