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Abstract

Introduction: Higher education institutions are incorporating 3D technology, such as the Anatomage Table, to supplement cadaveric dissection in gross anatomy courses. However, research on its impact on student learning outcomes remains limited.

Methods: This quantitative study examined differences in written and laboratory exam scores among Doctor of Physical Therapy students who used the Anatomage Table versus those who received traditional instruction. Guided by the adaptable learning theory framework for technology-enhanced learning, the study analyzed archival data from a five-campus U.S. university using the Mann-Whitney U test and Spearman’s rho.

Results: Findings revealed a statistically significant difference in written exam scores, with students not using the Anatomage Table achieving higher mean ranks, while laboratory exam scores showed no significant difference between groups. Correlational analysis indicated a moderate, significant relationship between undergraduate anatomy scores and laboratory exam performance and a smaller but significant correlation with written exam scores.

Discussion: These mixed findings suggest that the relationship between 3D technology use and anatomy exam performance is complex and assessment-type dependent. Institutions should consider curricular adaptations that integrate evidence-based technologies alongside traditional instruction to support diverse learning needs and advance educational practices.

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