Refs. 4. Understand and improve anatomy and surgery learning

(the list of references provided here is illustrative, far from being exhaustive!)

 

Garg AX, Norman G, Sperotable L (2001). How medical students learn spatial anatomy.  The Lancet, 357(9253): 363–364.

Hisley KC, Anderson LD, Smith SE, Kavic SM, Tracy JK (2008). Coupled physical and digital cadaver dissection followed by a visual test protocol provides insights into the nature of anatomical knowledge and its evaluation.  Anatomical Sciences Education, 1(1): 27–40.

Hoyek, N. E. and Collet, C. et al. (2011). Experimental Research Validation for the Use of 3D in Teaching Human Anatomy. Proc. A. Verbraeck, M. Helfert, J. Cordeiro, and B. Shishkov (Ed.), CSEDU (2), . 225-227.

Hu A, Wilson T, Ladak H, Haase P, Fung K (2009). Three-dimensional educational computer model of the larynx: voicing a new direction.  Archives of Otolaryngology---Head \& Neck Surgery, 135(7): 677.

Jang, S., Black, J. B., & Jyung, R. W. (2010). Embodied Cognition and Virtual Reality in Learning to Visualize Anatomy. Proc. CogSci.

Khot, Z., Quinlan, K., Norman, G. R., & Wainman, B. (2013). The relative effectiveness of computer‐based and traditional resources for education in anatomy. Anatomical sciences education6(4), 211-215.

Miller R (2000). Approaches to learning spatial relationships in gross anatomy: perspective from wider principles of learning.  Clinical Anatomy, 13(6): 439–443.

Prentice R (2007). Drilling Surgeons The Social Lessons of Embodied Surgical Learning.  Science, Technology \& Human Values, 32(5): 534–553.

Prinz A, Bolz M, Findl O (2005). Advantage of three dimensional animated teaching over traditional surgical videos for teaching ophthalmic surgery: a randomised study.  British journal of ophthalmology, 89(11): 1495–1499.