“Let’s Get Physical”: Advantages of a Physical Model Over 3D Computer Models and Textbooks in Learning Imaging Anatomy Daniel Preece, 1 Sarah B. Williams, 2 Richard Lam, 1 Renate Weller 1 * 1 Department of Veterinary Clinical Sciences, The Royal Veterinary College, University of London, North Mymms, Hatfield, Hertfordshire, United Kingdom 2 Department of Comparative Biomedical Sciences, The Royal Veterinary College, University of London, London, United Kingdom Three-dimensional (3D) information plays an important part in medical and veterinary education. Appreciating complex 3D spatial relationships requires a strong foundational understanding of anatomy and mental 3D visualization skills. Novel learning resources have been introduced to anatomy training to achieve this. Objective evaluation of their comparative efficacies remains scarce in the literature. This study developed and eval- uated the use of a physical model in demonstrating the complex spatial relationships of the equine foot. It was hypothesized that the newly developed physical model would be more effective for students to learn magnetic resonance imaging (MRI) anatomy of the foot than textbooks or computer-based 3D models. Third year veterinary medicine stu- dents were randomly assigned to one of three teaching aid groups (physical model; text- books; 3D computer model). The comparative efficacies of the three teaching aids were assessed through students’ abilities to identify anatomical structures on MR images. Overall mean MRI assessment scores were significantly higher in students utilizing the physical model (86.39%) compared with students using textbooks (62.61%) and the 3D computer model (63.68%) (P < 0.001), with no significant difference between the text- book and 3D computer model groups (P 5 0.685). Student feedback was also more posi- tive in the physical model group compared with both the textbook and 3D computer model groups. Our results suggest that physical models may hold a significant advantage over alternative learning resources in enhancing visuospatial and 3D understanding of complex anatomical architecture, and that 3D computer models have significant limita- tions with regards to 3D learning. Anat Sci Educ 6: 216–224. V C 2013 American Association of Anatomists. Key words: gross anatomy; physical models; teaching methods; veterinary anatomy education; veterinary imaging; horse; MRI; rapid prototyping INTRODUCTION Interpretation of three-dimensional (3D) anatomical informa- tion has always been an integral part of both medical and veterinary health care and has become even more important with the rapid advancements in medical imaging (Marks 2000; Estevez et al., 2010). Classical anatomical education utilizes a combination of teaching modalities, with cadaveric dissection considered the gold standard for learning anatomi- cal spatial relationships due to its engagement of multiple senses, 3D interaction and tactile manipulation of tissues (Sugand et al., 2010; DeHoff et al., 2011). However with the availability of cadavers in decline, as well as the moral and ethical issues surrounding their continued use, many *Correspondence to: Dr. Renate Weller, Department of Veterinary Clinical Sciences, The Royal Veterinary College, Hawkshead Lane, North Mymms, Herts AL9 7TA, United Kingdom. E-mail: rweller@ rvc.ac.uk Received 14 June 2012; Revised 28 November 2012; Accepted 5 December 2012 Published online 23 January 2013 in Wiley Online Library (wileyonlinelibrary.com). DOI 10.1002/ase.1345 V C 2013 American Association of Anatomists Anat Sci Educ 6:216–224 (2013) JULY/AUGUST 2013 Anatomical Sciences Education RESEARCH REPORT