Analyzing the use of digital and physical anatomical teaching models in anatomy training

Human anatomy education is vital in health sciences but presents challenges due to complexity and reliance on visual-spatial cognition. Traditional resources like plastic models are well established but may not be accessible to all students. Digital tools, such as interactive three-dimensional models, enhance learning by providing detailed representations of anatomical structures. However, there is limited research on integrating digital tools as supplementary resources rather than primary teaching methods, especially in anatomy education. This study compared the impact of traditional vs. digital anatomical tools, used alone and in combination, on students' motivation, engagement, cognitive load, satisfaction, and perceptions of relevance. A total of 471 undergraduate students in a Health Sciences anatomy laboratory (including Health Studies, Kinesiology, and Nursing) were divided into three groups: <i>1</i>) plastic models, <i>2</i>) digital anatomy software, or <i>3</i>) both. Quantitative results showed digital tools increased satisfaction, perceived relevance, and engagement, particularly when combined with plastic models. Interestingly, in some cases, digital tools' impact on motivation subscales varied with academic program, with only Health Studies students showing increased attention. Qualitative feedback highlighted the tactile benefits of plastic models and the flexibility and depth of digital tools. These findings suggest a hybrid approach integrating physical and digital resources can optimize anatomy education by catering to diverse learning preferences, enhancing accessibility, and increasing engagement, particularly for students in less anatomy-intensive programs.<b>NEW & NOTEWORTHY</b> This article presents a novel comparison of digital and physical anatomical models in undergraduate anatomy education, examining their isolated and combined impacts on student engagement, motivation, cognitive load, and satisfaction. It is the first to emphasize the additive benefits of integrating both tools, highlighting how their complementary features enhance accessibility, spatial understanding, and attention to learning. The findings advocate a hybrid approach, tailored to diverse learning preferences, as a transformative strategy in anatomy education.