While anatomy learning is an essential part of medical education, there remain significant challenges in traditional learning methods, In this paper, we introduce two in-house anatomy training solutions that can visualize and superimpose 3D virtual anatomy models with informative labels using a hand-held tablet or a wide-screen AR. To investigate the feasibility and effectiveness of the proposed tablet-based 3D visualization and AR tools, we conducted a large-scale study with 236 students enrolled in undergraduate premedical programs (95 M, 141F in 118 dyadic teams). In this study, participant students were split into three groups to use one of the following learning tools in a team-based anatomy painting activity: (1) conventional textbook, (2) hand-held tablet-based 3D visualization, and (3) screen-based AR. The results showed that students who used the tablet-based visualization tool or the AR learning tool reported significantly higher (more positive) learning experience scores than those who used a textbook. Though we did not observe a significant difference in knowledge retention among the three learning tools, our further analysis of gender effects revealed that male participants generally reported more positive learning experience scores than female participants. Also, the overall experience of mixed-gender dyads was reported to be significantly lower than others in most of the learning experience and performance measures. While discussing the implications of our results in the context of anatomy and medical education, we highlight the potential of our learning tools with additional considerations related to gender and team dynamics in body painting anatomy learning interventions.

翻译：解剖学学习是医学教育的重要组成部分，但传统学习方法仍面临显著挑战。本文介绍了两款自主研发的解剖学训练解决方案，可通过手持平板或宽屏增强现实设备实现三维虚拟解剖模型的可视化与叠加显示，并附有信息标注。为探究所提出的基于平板的三维可视化与增强现实工具的可行性与有效性，我们开展了一项大规模研究，对象为236名参与本科医学预科课程的学生（以118组双人团队形式，含男性95人、女性141人）。在该研究中，参与学生被分为三组，分别使用以下学习工具进行团队解剖彩绘活动：（1）传统教科书；（2）基于手持平板的三维可视化工具；（3）基于屏幕的增强现实工具。结果表明，使用平板可视化工具或增强现实学习工具的学生，其学习体验评分显著高于使用教科书的学生。尽管三种学习工具在知识保留方面未观察到显著差异，但进一步对性别效应的分析表明，男性参与者通常报告更积极的学习体验评分。此外，在大多数学习体验与表现指标中，混合性别双人团队的整体体验评分显著低于其他组合。在结合解剖学与医学教育背景讨论研究结果的意义时，我们强调了学习工具的潜力，同时提出了与性别及团队动态相关的附加考量，这些因素在身体彩绘解剖学习干预中值得关注。