Abstract
Background: As evidenced from the publications no research from Africa has explored the impact of three dimensional (3D) models on anatomy learning, particularly for students of allied health schools. Nowadays, the major trend in learning of anatomy is directed to the digital models, although not all previous studies demonstrated that 3D anatomy models enhanced student`s performance in anatomy. This study examined the effect of using 3D anatomy models on learning and investigated the alleged interplay between the spatial ability and student`s performance in anatomy. Methods: 42 undergraduate students participated in this study. Impact of the e-learning tool was assessed using pretest and post‐test methodology, and spatial ability was measured using mental rotation test (MRT). Results: Findings showed that 3D anatomy model used in this study significantly impacted the academic achievement in anatomy (t=-7.331, p=0.000). However, the interesting interaction between the spatial ability and performance in anatomy was not found (t=0.527, p=0.601). A significant gender difference was found in spatial ability (t=3.589, p=0.001). Conclusion: We conclude that the interactive elearning tool used in the current study positively affects academic performance in anatomy. All Students performed better regardless of their spatial ability level. Male and female students show gender differences in spatial ability. Keywords: Anatomy, Spatial ability, Academic performance, 3D model.