Evaluating the Anatomage Table Compared to Cadaveric Dissection as a Learning Modality for Gross Anatomy.

Area of Science:

• Medical Education
• Anatomical Sciences
• Digital Anatomy Visualization

Background:

• Traditional gross anatomy education relies heavily on cadaveric dissection.
• Emerging technologies like the Anatomage table offer alternative methods for anatomical visualization.
• Comparing novel digital tools with established methods is crucial for optimizing medical training.

Purpose of the Study:

• To compare the effectiveness and qualitative learning experiences of gross anatomy education using cadaveric dissection versus the Anatomage table.
• To evaluate student perceptions and knowledge acquisition in the pelvis and perineum (P/P) and musculoskeletal system (MSK) regions.
• To assess the impact of different learning modalities on student engagement and performance.

Main Methods:

• A crossover study design was employed with four student groups.
• Students were randomly assigned to learn P/P on the Anatomage table and MSK via cadaver dissection, or vice versa.
• Data collection included pre/post-lab surveys, formative quizzes, and summative practical exams.

Main Results:

• Students reported higher excitement and perceived greater learning when using the Anatomage table.
• No significant difference in P/P knowledge was found between groups based on quiz results.
• The Anatomage table group achieved significantly higher quiz scores in MSK anatomy.

Conclusions:

• The Anatomage table enhances student engagement and perceived learning in gross anatomy.
• While effective for MSK anatomy, its impact on P/P knowledge acquisition requires further investigation.
• Learning modality may not significantly affect performance in certain anatomical regions, suggesting flexibility in educational approaches.