THE USE OF ANATOMICAL ATLASES AND INTERACTIVE PLATFORMS IN DEVELOPING SPATIAL THINKING AMONG MEDICAL STUDENTS

Abstract

Spatial thinking is one of the most important cognitive skills required for successful learning of human anatomy. Medical students must understand not only the names and functions of anatomical structures but also their three-dimensional position, orientation, depth, and relationships with surrounding tissues. Traditional anatomical atlases provide systematic and visually organized information, while modern interactive platforms offer dynamic three-dimensional visualization, manipulation of structures, and repeated independent learning. The aim of this study was to evaluate the educational role of anatomical atlases and interactive digital platforms in developing spatial thinking among medical students. A literature-based analytical approach was used to examine current evidence concerning visual learning, three-dimensional anatomical comprehension, cognitive load, digital anatomy resources, and student-centered learning. The analysis indicates that anatomical atlases remain highly valuable for structured learning and terminology, whereas interactive platforms are especially effective for understanding complex spatial relationships. The combined use of both resources may improve spatial orientation, anatomical reasoning, student engagement, and the ability to transfer theoretical knowledge to clinical contexts. Therefore, a blended approach integrating traditional atlases with interactive digital technologies can provide a more effective model for contemporary anatomy education