Learning anatomy through multiple modalities: medical students’ learning experiences and outcomes

Anatomy education increasingly incorporates digital and simulation-based resources alongside cadaver-based instruction; however, uncertainty remains regarding how different modalities can be integrated to support both cognitive learning and emotional adaptation. This study compared the effects of prosection, plastic model-based practice, and Acland’s Video Atlas of Human Anatomy on medical students’ learning outcomes and experiences. A prospective crossover within-subjects design was conducted with 45 first-year medical students who sequentially experienced three instructional modalities across two anatomy topics. Following theoretical lectures, students participated in practical sessions using prosection, plastic models, and Acland’s Video Atlas. Pre- and post-tests assessed theoretical and practical knowledge. A feedback questionnaire including Likert-scale and open-ended questions evaluated students’ emotional responses, learning experiences, and instructional preferences. Qualitative data were analyzed using thematic analysis. All groups demonstrated significant improvement between pre- and post-test scores ( p < 0.05), with no significant between-group differences in theoretical, practical, or total post-test scores. Tool-specific performance gains were observed in cadaver- and video-based assessment items. Qualitative analysis identified three main themes: self-development, learning strategies and method preferences, and evaluation of instructional modalities. Students described a gradual transition from anxiety and uncertainty toward familiarity, confidence, and engagement. They also emphasized the complementary roles of videos, plastic models, and cadaver-based learning. Comparable cognitive outcomes across modalities suggest that learning effectiveness depends more on pedagogical integration than on the instructional medium itself. Multimodal anatomy learning appears to support knowledge acquisition while fostering positive learning experiences, and authentic engagement with anatomy.