Gross anatomy dissection in contemporary medical education must balance the traditional value of learning from the cadaver with the possibilities created by the use of digital tools as supplemental resources that personalize and deepen the student learning experience. This study broadly examined the design, implementation, and use of AnatomyShare, a novel iPad application employing learner-generated content that allows students to securely share annotated images of their dissections with each other and take faculty-generated image-based quizzes during their first-year medical school gross anatomy course. Almost all students enrolled in the course used the application (N = 176; 91% use based on analytics). Seventyfive students responded to a survey asking how and when they used the application, along with their perceptions of its usefulness and contribution to learning. More students reported using the application outside of laboratory (97.3%) than during laboratory (85.3%), despite only in-laboratory use being required. Taking quizzes using the "Exam" feature was the highest rated use of AnatomyShare, and students cited that the application exposed them to anatomical variation and motivated them to correctly identify structures during dissection. While steps need to be taken to combat low-quality learner-generated content and to enhance meaningful student interaction and collaboration, AnatomyShare was a feasible and highly rated supplement to dissection that provided valuable assessment opportunities for students. Future research will examine the impact of use on course grades and engagement in gross anatomy dissection. Anat Sci Educ 14: 491-504.

INTRODUCTION: Understanding pelvic anatomy is essential to training as an ob/gyn. In most residency programs, residents learn anatomy through self-guided reading and direct experiences in the operating room, which can be limited by time constraints and patient safety concerns. The purpose of our study was to develop and assess a novel pelvic anatomic education program for residents. METHODS: We utilized three different learning modalities: cadaveric dissection on unused cadavers from our medical school’s anatomy course, clay models of the pelvic floor, and didactic lectures. The cadaver dissection was presented in a “mock surgery” format. Learning objectives and relevant procedures were established for each year of training: abdominal wall anatomy and cesarean section for first years, pelvic spaces and abdominal hysterectomy for second years, presacral space and sacrocolpopexy for third years, and pelvic neuroanatomy for fourth years. Participants completed before and after multiple choice tests and a qualitative survey. RESULTS: 16 residents from all 4 years of training were recruited to participate in the program. The average pre-test score was 45% and average post-test score was 50%, (p=0.22). The majority of participants strongly agreed that the program was interesting (67%), enhanced their understanding of pelvic anatomy (73%), and increased their confidence in the operating room (53%). CONCLUSION: Our multi-modality pelvic anatomy program improved residents’ anatomic knowledge (although this was not statistically significant) and was well received as a clinically applicable educational activity. The cadaveric lab mirrored the gynecological surgical curriculum of our residency and was cost efficient through collaboration with the anatomy department.

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