While highly beneficial advances, improvements, and innovation in digital visualisation technologies in the biosciences continue incrementally, it (currently) still remains the human mind that needs to be applied towards the interpretation and understanding of the images that are generated. To this end, cognitive ability in 3D spatial awareness is critical. It is often analogue, low-technology, hands-on exercises that afford both students and scientists with improved cognitive awareness and the resultant interpretive skills. The chapters in this book therefore explore both high-technology derived visualisation and low-technology mechanisms for educating anatomy students, including clay modelling. Chapters also outline important educational considerations such as visual affordances as well as the use of appropriate imagery for communication to specific audiences. As we embrace blended learning in anatomy education, a timely chapter prompts us to think further about and contribute to the ongoing discourse around important ethical considerations in the use and sharing of digital images of body donors.
NSTL
