Abstract

The study examines students’ use of three-dimensional models for anatomy learning, with emphasis on how physical or digital three-dimensional models are used to understand anatomical structures, spatial relationships, orientation, and structural arrangement. Three-dimensional models provide learners with opportunities to observe anatomical structures from different perspectives and may support the understanding of complex relationships that are difficult to appreciate through two-dimensional diagrams alone. Their use may therefore contribute to students’ engagement with practical and spatial aspects of human anatomy. The study will assess students’ use of three-dimensional models during anatomy learning and determine the frequency and manner in which such models are used for understanding anatomical structures. The specific objectives will include assessing students’ exposure to three-dimensional models, determining the anatomical topics or structures for which they are commonly used, examining students’ ability to visualize spatial relationships through these models, and identifying challenges associated with their use during anatomy learning. A cross-sectional descriptive research design will be adopted for the study. Undergraduate students who have received relevant anatomy training will be selected using an appropriate sampling technique. Data will be collected using a structured questionnaire focusing on students’ exposure to, frequency of use, perceived usefulness, accessibility, and learning experiences with three-dimensional anatomical models. The data obtained will be analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, while appropriate inferential statistical tests will be applied where necessary. The study is expected to reveal varying levels and patterns of students’ use of three-dimensional anatomical models for anatomy learning. Some students may report regular use of the models for understanding complex structures, spatial orientation, and anatomical relationships, while others may have limited exposure because of accessibility, availability, familiarity, or other practical challenges. Students may also report greater usefulness of three-dimensional models when learning structures that are difficult to understand from conventional two-dimensional resources. The findings will be useful to anatomists, anatomy educators, practical anatomy instructors, curriculum developers, and educational institutions involved in undergraduate anatomy training. The study may provide information on how students engage with three-dimensional models and the areas of anatomy learning where such resources are most frequently applied. The findings may also support decisions concerning the provision and integration of physical or digital three-dimensional models into practical anatomy teaching and independent student learning. The study will conclude by documenting students’ use of three-dimensional models for anatomy learning and identifying patterns, benefits, and challenges associated with their use. It is recommended that accessible and appropriately designed three-dimensional anatomical models should be incorporated into anatomy learning alongside conventional teaching resources and practical activities. Further studies involving larger and more diverse student populations should also be conducted to examine how different forms of three-dimensional models influence anatomy learning and spatial understanding.

Keywords: Three-dimensional models, anatomy learning, anatomy education, undergraduate students, anatomical models, digital anatomy, physical models, three-dimensional anatomy, anatomical visualization, spatial relationships, anatomical structures, anatomy teaching, practical anatomy, learning resources, anatomical orientation.