The additional role of virtual to traditional dissection in teaching anatomy: a randomised controlled trial

Abstract

Introduction Anatomy has traditionally been taught via dissection and didactic lectures. The rising prevalence of informatics plays an increasingly important role in medical education. It is hypothesized that virtual dissection can express added value to the traditional one. Methods Second-year medical students were randomised to study anatomical structures by virtual dissection (intervention) or textbooks (controls), according to the CONSORT guidelines. Subsequently, they applied to the corresponding gross dissection, with a final test on their anatomical knowledge. Univariate analysis and multivariable binary logistic regression were performed. Results The rate of completed tests was 76.7%. Better overall test performance was detected for the group that applied to the virtual dissection (OR 3.75 with 95% CI 0.91–15.49; p = 0.06). A comparable performance between groups in basic anatomical knowledge (p 0.45 to 0.92) but not muscles and 2D-3D reporting of anatomical structures was found, for which the virtual dissection was of tendential benefit (p 0.08 to 0.13). Medical students who applied to the virtual dissection were over three times more likely to report a positive outcome at the post-dissection test than those who applied to textbooks of topographical anatomy. This would be of benefit with particular reference to the understanding of 2D–3D spatial relationships between anatomical structures. Conclusion The combination of virtual to traditional gross dissection resulted in a significant improvement of second-year medical students’ learning outcomes. It could be of help in maximizing the impact of practical dissection, overcoming the contraction of economic resources, and the shortage of available bodies.

A survey study on distance anatomy education: challenges unique to anatomy

“…In cases where F2F education cannot be continued, the anatomists around the world is looking into powerful innovative alternatives to minimize these negative effects on students. Studies have revealed that students who apply traditional dissection in combination with virtual dissection have shown a significant improvement in learning outcomes [ 3 ]. In our study, the questions that make comparisons between anatomy and other basic science courses indicate that one of the most difficult lessons to learn through distance medical education is anatomy.…”

Forensic Implications of Anatomical Education and Surgical Training With Cadavers

“…Cadaver training, in this digital scenario with the rise in the prevalence of informatics, remains the mainstay in anatomy teaching, albeit fueling a continuous debate on its use in teaching ( 16 , 17 ). Comprehensive software with deep learning and artificial intelligence technologies may have a rising role in medical education, being an integrative tool to combine with the human cadaver dissection ( 18 ). Moreover, in the COVID-19 pandemic age, Ross et al ( 19 ) underlined that teaching anatomy with dissection is essential and possible.…”

Lacunae regarding dearth of dissection-based teaching during COVID-19 pandemic: how to cope with it?

“…Consequently, the training of medical students in discipline independent skills or humanistic skills have also suffered. Although human dissection is associated with inherent drawbacks and educators have suggested effective replacements [2,4], nevertheless as educators it is pertinent to realize that a compromise in terms of desirable outcome of dissection-based learning during COVID-19 pandemic can adversely affect the eventual fabric of the medical students when they are licensed to undertake medical practice [9]. Hence judicious analysis of the current situation and logical remedial measures are needed to minimize the process of attrition.…”