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Student-Led Curricular Development in the Biomedical Science Master's Program Using Virtual Dissection.

Emre Coskun¹, Molly K Beier¹, Kelsie N Jackson¹

¹College of Osteopathic Medicine, Marian University, 3200 Cold Spring Rd, Indianapolis, IN USA.

Medical Science Educator

|March 21, 2024

Summary

This summary is machine-generated.

Student-led Anatomage table activities enhanced anatomy education, improving motivation and skeletal system retention. Efficacy varied by content, highlighting the need for tailored integration of virtual dissection technology.

Keywords:

Anatomage Curricular development Educational technology Future of academic medicine

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Area of Science:

Medical Education
Anatomy Education Technology

Background:

The Anatomage table, a virtual dissection tool, is increasingly adopted in anatomy education.
Its optimal integration and efficacy require further evaluation, particularly concerning student leadership in curriculum development.

Purpose of the Study:

To assess the impact of student-developed Anatomage table learning activities on curriculum integration and content retention.
To evaluate student perspectives on the Anatomage table's role in anatomy education.

Main Methods:

Medical and master's students designed and implemented hands-on Anatomage activities in a master's anatomy course.
Pre- and post-activity surveys measured student perspectives and motivation.
Exam scores were analyzed to assess content retention, particularly for skeletal anatomy.

Main Results:

Participants reported more positive views on Anatomage table integration and material retention compared to non-participants.
Activity participants showed increased motivation to learn anatomy.
Participants demonstrated improved perception and performance in skeletal anatomy compared to those with only didactic exposure.

Conclusions:

Student-led integration of the Anatomage table can enhance anatomy learning, particularly for specific content areas like skeletal anatomy.
The virtual dissection technology's efficacy is content-dependent, suggesting varied pedagogical approaches are necessary.
This study provides insights into multimodal learning strategies using virtual technology in medical education.