Embryology is not given much attention in medical education, but has a large impact on clinical fields, including pediatrics, surgery, and primary care. The current lack of resources and learning time can be overcome by use of technologies that present the material in a clear, accurate, and interactive format. In this study, we investigated the impact of an interactive 3D animation module depicting facial development on medical student learning. The interactive animations were developed through a collaboration between medical school faculty, a medical student, and two biomedical artists. This production model is being examined as a basis for a collaborative curriculum between the CWRU School of Medicine and the Cleveland Institute of Art. For assessment of the impact of the animations on student learning, students were divided into two groups: those receiving the standard curriculum and those receiving the standard curriculum augmented with the interactive animations. Differences between the two groups were assessed using written pre- and post-tests, as well as focus group surveys and discussions. Statistical analysis of the differences in test performance between the two groups showed that scores of the student group exposed to both the standard curriculum and the interactive animations tended to be increased over those exposed to the standard curriculum alone. Larger test group and focus group studies are currently underway.