While literature shows that a combination of audio and visual cues can improve learning, the literature examining the role of text in animation is limited and does not address the role of callout text. With the increasing popularity of 3D animation as multimedia instruction in medical education, biomedical animators need to consider the use of text, not only as a design element, but as an evidence-based tool to reinforce learning. Although animation is commonly used as a teaching tool in medical education, little research has been done to determine best practices when designing animations of medical subject matter (Ruiz et al. 2009). Since this research is targeted towards the introduction of unfamiliar scientific information to a medical student audience, the topic chosen for the animation to be tested is cancer cell-derived tissue factor-positive vesicles and thrombosis. The basic concepts behind this topic, such as cancer progression, the secretory pathway, and thrombosis are likely to be somewhat familiar to the audience, as they are often introduced in pre-requisite anatomy and physiology classes, but the primary topic— the role of the UPR and tissue-factor bearing vesicles in cancer associated thrombosis— is a recent development that will be novel to all participants.