MEDICAL EDUCATION Using Computer-Based Interactive Imagery Strategies for Designing Instructional Anatomy Programs M.K. KHALIL, 1 * C.H. LAMAR, 2 AND T.E. JOHNSON 1 1 Learning Systems Institute, Florida State University, Tallahassee, Florida 2 Department of Basic Medical Sciences, Purdue University, West Lafayette, Indiana In an effort to design and implement effective anatomy educational programs, this study was conducted to evaluate students’ perceptions toward using two computer-based self-directed instructional modules (e.g., digestive system and canine skull) that were designed utilizing interactive imagery strategy for teaching and learning veterinary anatomy. Sixty-eight fresh- men veterinary students and one graduate student participated in this study. Open-ended and close-ended questionnaires were administered to evaluate the utilization of computer-based interactive imagery strategy in developing anatomy instructional programs, and to collect data about the students’ perceptions toward the use of interactive images in teaching and learning of anatomy. Means and standard deviations were calculated and analyzed for close-ended items. The open-ended questionnaire items were analyzed to identify shared patterns or themes in the students’ experience after using the two instructional anatomy modules. Students reported positive attitudes toward the interactive imagery strategy used in the development of computer-based anatomy modules. Based on our findings, this study outlines the characteristics of effective instructional images that will serve as guidelines for the preparation and selection of anatomical images, as well as, how to utilize these images to develop computer-based instructional anatomy programs. Students perceived interactive imagery as an effective design strategy that helped them learn anatomical concepts. Clin. Anat. 18:68 –76, 2005. © 2004 Wiley-Liss, Inc. Key words: imagery strategy; anatomy education; computer-based learning INTRODUCTION The time, societal pressure, and cost associated with cadaver dissection have led to the modification of the traditional anatomy curriculum. Many anatomists are shifting their focus toward student-centered learning of anatomy. In an effort to address these problems, teach- ing anatomy using computer-assisted instruction has been introduced into the traditional curriculum (Jones et al., 1978; Zirkel and Zirkel, 1997; Levine et al., 1999; Barco et al., 2000; Carmichael and Pawlina, 2000). A national survey indicated that most medical schools in the United States and Canada have the desire and need to use computerized technology to teach anatomy (Collins et al., 1994). Computerized alternatives were seen as useful supplements that complement dissection. A review of the research cov- ering the technological alternatives to actual dissec- tion in anatomy instruction suggested that these tech- nological alternatives have not reached their interactive potential in terms of instructional efficacy (Zirkel and Zirkel, 1997). Although the application of educational technologies in teaching anatomy has re- ceived considerable attention, research on strategies for instructional design has been minimal. West et al. (1991) described imagery as the mental visualization of objects, events and arrays, and it rep- resents a major pathway by which knowledge is stored in the mind. Imagery strategy, on the other hand, is a multipurpose approach to delivering varying forms of information, and when combined with other instruc- tional strategies, it accommodates a diversity of learn- *Correspondence to: Dr. Mohammed Khalil, Learning Systems Institute, Florida State University, 2000 Levy Ave, Suite 320, Tallahassee, Florida 32310-2573. E-mail: mkhalil@lpg.fsu.edu Received 8 September 2003; Revised 29 February 2004; Accepted 27 April 2004 Published online in Wiley InterScience (www.interscience.wiley. com). DOI 10.1002/ca.20049 Clinical Anatomy 18:68 –76 (2005) © 2004 Wiley-Liss, Inc.