Musculoskeletal anatomy: evaluation and comparison of common teaching and learning modalities

Abstract

Anatomy teaching has traditionally been based on dissection. However, alternative teaching modalities constantly emerge, the use of which along with a decrease in teaching hours has brought the anatomy knowledge of students and young doctors into question. In this way, the goal of the present study is to a. compare the efficacy of the most common teaching modalities and b. investigate students’ perceptions on each modality. In total, 313 medical students were taught gross anatomy of the upper limb, using four different learning modalities: dissection (n = 80), prosections (n = 77), plastic models (n = 84) and 3D anatomy software (n = 72). Students’ knowledge was examined by 100 multiple-choice and tag questions followed by an evaluation questionnaire. Regarding performance, the dissection and the 3D group outperformed the prosection and the plastic models group in total and multiple-choice questions. The performance of the 3D group in tag questions was also statistically significantly higher compared to the other three groups. In the evaluation questionnaire, dissection outperformed the rest three modalities in questions assessing students’ satisfaction, but also fear or stress before the laboratory. Moreover, dissection and 3D software were considered more useful when preparing for clinical activities. In conclusion, dissection remains first in students’ preferences and achieves higher knowledge acquisition. Contemporary, 3D anatomy software are considered equally important when preparing for clinical activities and mainly favor spatial knowledge acquisition. Prosections could be a valuable alternative when dissection is unavailable due to limited time or shortage of cadavers. Plastic models are less effective in knowledge acquisition but could be valuable when preparing for cadaveric laboratories. In conclusion, the targeted use of each learning modality is essential for a modern medical curriculum.

Bibliometric Analysis of Global Research Output on Teaching and Learning of Human Anatomy

“…This cluster includes research that has addressed the teaching-learning of human anatomy, based on the traditional method of dissection, a word whose etymology gives this area of knowledge its name (Winston, 2012). This has been the main teaching-learning method used for more than 400 years, and its advantages include active learning, the practice of manual skills, teamwork, coping with stress and empathy (Zibis et al, 2021). Different authors consider this method the gold standard for teaching and learning human anatomy (Evans & Watt, 2005;Sugand et al, 2010;Moro et al, 2017).…”

“…These objectives seek to ensure that future medical doctors and other health professionals have access to the same background to build their work. Likewise, it is recommended to include and even combine different learning methods in teaching, such as cadaver dissection, study on plastic models, diagnostic imaging, surface anatomy, problem-based learning and computer-assisted learning, as well as the use of lectures, seminars, and other (Flack & Nicholson, 2018;Zibis et al, 2021). It is considered important not to replace one laboratory practice with another, such as eliminating human cadaver dissection with virtual dissection, since they are learning methods that allow the development of different cognitive and manual skills (Chirculescu et al, 2007;Singh & Kharb, 2013).…”

Technologies-enhanced Anatomical Study in Undergraduate Medical Students

“…However, the disadvantages of cadaveric dissection include the high costs, the time-consuming, and the health problems, which the staff exposed to chemical hazards (eg, formaldehyde). 2,5,8,11,19 In traditional teaching methods, medical students were expected to learn much detail with little understanding of the relevance, and they were suffering from this subject. Traditional teaching styles with much detail were time-consuming and not very helpful for medical students' learning.…”

“…These include online learning modules, electronic portfolios, virtual patient interactions, massive open online courses (MOOC), problem-based learning (PBL), the flipped classroom movement, and CBL (eg, 3D software, medical education apps), which could be applied to enhance medical students' interest, retention of anatomical knowledge, and its clinical application. [20][21][22] In 2021, Zibis et al 19 compared the performance of 4 groups of students who were taught anatomy using 4 different methods: a 3D digital software, plastic models, cadaveric dissection, and prosection. Each of the 4 groups was asked to identify anatomical structures in projected images.…”

Musculoskeletal Educational Resources for the Aspiring Orthopaedic Surgeon

“…Although near-peer learning strategies have the benefit of offering students a more comfortable learning environment and easier availability than faculty members, residents may not have the skills or experience necessary to lead these sessions 14 . Preclinical anatomy education is increasingly shifting toward alternative teaching methods not involving cadaveric dissection 15 , although the impact of this change on MSK anatomy knowledge is unclear 15 , 16 . Although efforts to improve MSK education for medical students are ongoing, there are currently no centralized introductory educational resources that provide foundational MSK knowledge.…”