An interactive, Web-based tool for learning anatomic landmarks

Purpose. To evaluate the effectiveness of a Web-based interactive teaching toot that uses self-assessment exercises with real-time feedback to aid students' learning in a gross anatomy class. Method. A total of 107 of 124 first-year medical students at one school were enrolled in the study. Students were divided into three groups: Group I (n = 63) received introductory material and activated their Web-based accounts; Group 2 (n = 44) received introductory material but did not activate their Web,based accounts; and Group 3 (n = 17) were not enrolled in the Study and received no introductory material, Students in Group I had access to a graphic showing the locations of anatomic landmarks, a drill exercise, and a self-evaluation exercise. Students' ability to identify the anatomic landmarks on a 30-question midterm and a 30-question final exam were compared among the groups. Results. The mean scores of students in Group I (midterm 28.5, final = 28.1) were significantly higher than were the mean scores of students in Group 2 (midterm = 26.8, p <.001; final = 26.9, p <.017) and Group 3 (midterm = 24.8, p < .001; final = 216.4, p <.007). Conclusions. The Web-based tool was effective in improving students' scores on anatomic landmark exams. Future studies will determine whether the tool aids students in identifying structures located in three-dimensional space within regions such as the cranium and the abdominal cavity.