Beschreibung:
<jats:p>Over the past few decades, computer‐based educational technologies such as multi‐touch screen interfaces, software‐based applications and now consumer grade augmented, virtual and mixed reality devices have been introduced in the anatomical sciences. Unfortunately, methodologies to evaluate the impact of these computer‐based learning interventions on undergraduate medical students' acquisition of knowledge remains deficient. In addition, the level of mental effort or cognitive load placed on the learner with these learning interventions is a source of rich debate. During this presentation, a brief review of current data regarding the use of these computer‐based educational tools, as well as essential elements to consider prior to the incorporation of technology in the educational environment will be discussed.</jats:p><jats:p>This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in <jats:italic>The FASEB Journal</jats:italic>.</jats:p>