Virtual Dissection Table: A Supplemental Learning Aid for a Physical Therapy Anatomy Course

Abstract

While cadaver dissection and prosection are deemed quintessential methods for studying anatomy, these methods are attenuated by the flat, 2-D structures incorporated into didactic segments of the anatomy courses that minimize students' ability to comprehend anatomy, leading to constraints in the teaching and learning experience. Several tools, such as 3-D virtual anatomy apps and anatomical models, enhance teaching and students' understanding of gross human anatomy. The Anatomage, a virtual anatomy dissection table (VDT), is a compelling technological development with dissection capabilities and a prosection of the human body and its segments. This study intends to explore incorporating a VDT into a physical therapy anatomy course as an enhanced anatomical learning technique. The methods encompass the inclusion of the VDT as an extra dissection table within the cadaver lab setting. Each group of scholars was required to locate the anatomical configurations and dissections assigned to the topic on the VDT. The anatomy course included four examinations covering the entire human body. The results suggest advancements in knowledge retention following the incorporation of VDT in the cadaver dissection portion of the course. Therefore, we ascertained that the VDT is an exemplary tool to adopt in anatomy courses to aid in the comprehension of complex anatomical structures. Integrating VDT is paramount to the assimilation and application of human anatomy in students' future health careers.

Gross and Applied Anatomy Pedagogical Approaches in Occupational Therapy Education: A Scoping Review

“…The importance of using a variety of learning approaches to support a diversity of student learning needs was reported in one experimental study, five observational or cross-sectional studies, and one scoping review. Four studies found that methods that effectively teach visual and spatial relationships using technological (e.g., 3D apps and computer-based visual media) and nontechnological (e.g., 2D anatomical model cutouts) were valued by and beneficial for a variety of anatomy learners ( Daly, 2010 ; Gangata, 2008 ; Rosario, 2021b ; Toth-Cohen, 1995 ). Two studies and one scoping review reported that multiple teaching methods facilitated learner engagement and understanding of anatomy ( Dempsey et al, 2021 ; Rosario, 2021a ; Thomas et al, 2011 ).…”

“…One study found that learners had improved outcomes on bellringer examination when trained to draw during cadaveric dissection ( Chaudhuri, 2021b ). Five studies examined the use of computer-assisted instruction in occupational therapy education and found positive effects on academic achievement (e.g., exams and grades) from methods ranging from “low-tech” (e.g., computer-based graphics and videos) to “high-tech” applications (e.g., AnatomyTV) ( Bowdish et al, 1998 ; Chan, 1999 ; Langfield et al, 2018 ; Mathiowetz et al, 2016 ; Rosario, 2021a ).…”

“…Of the reports that included computer-assisted instruction ( n = 5), computer-based technology was used to teach gross and applied anatomy to student OTs with a combination of both lectures and labs ( Dempsey et al, 2021 ; Mathiowetz et al, 2016 ; Rosario, 2021a , 2021b ; Thomas et al, 2011 ). That is, technology was not used as a standalone pedagogy.…”

“…Some occupational therapy programs offer standalone anatomy courses, while others offer integrated gross and applied anatomy education with contextual application to occupational therapy practice ( Schofield, 2018 ). Within these courses, the methods used to teach anatomy are diverse and range from approaches using human cadaveric laboratory-based instruction, live/surface anatomy demonstrations, and computer-assisted instruction using video or three-dimensional (3D) applications ( Mathiowetz et al, 2016 ; Rosario, 2021b ; Thomas et al, 2011 ). Anecdotally, practitioners and educators describe a shift toward computer-assisted instruction and other innovations; however, confirmation of this trend over time and across programs has not been verified.…”

Protocol Development for Digisection: Making a Case for Standardizing Educational Technology Use for Digital Dissection and Anatomical Studies

“…Similarly, scholars have proposed virtual dissections with arguments in favor of their benefits [7][8][9]. It remains noteworthy that dissection is procedural, methodical, scientific, and scholarly; as such, it requires a laboratory protocol or guide to achieve such objectives.…”