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Anatomical eModule Curriculum: Perceptions of Undergraduate Medical Students Amidst Limited Experiential Laboratory

Taylor J Kratochvil^1,2,3, Kaeli K Samson⁴, Kari L Nelson³

¹Department of Pediatrics, Boston Children's Hospital and Harvard Medical School, Boston, MA USA.

Medical Science Educator

|October 25, 2024

Summary

Medical students found supplemental gross anatomy eModules convenient during pandemic restrictions. While valuable for exam preparation, students preferred in-person dissection and suggested improvements like figure legends for future digital anatomy resources.

Keywords:

COVID-19 Computer-based learning Curricular reform Experiential Learning Theory Pandemic curriculum UME eLearning

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Area of Science:

Medical Education
Anatomy
Digital Learning

Background:

The COVID-19 pandemic disrupted traditional medical education, particularly experiential learning like human body dissection.
This led to a re-evaluation of the role and value of cadaveric dissection in gross anatomy curricula.
Institutions explored alternative and supplemental learning methods to maintain educational standards.

Purpose of the Study:

To assess first-year medical students' experience with a supplemental gross anatomy eModule.
To evaluate student perceptions of the eModule's value before, during, and after pandemic-related limitations on in-person learning.
To identify desirable attributes for future digital gross anatomy educational resources.

Main Methods:

A supplemental Distal Upper Limb anatomy eModule was provided to first-year medical students from 2019 to 2021.
Surveys (Post-eModule/Pre-Exam and Post-eModule/Post-Exam) with Likert-type and free-response questions were administered.
Data were collected from 394 students over the study period.

Main Results:

Students in 2021 valued the eModule's convenience but found it inferior to in-person dissection.
Over 75% of students in 2021 felt the eModule adequately prepared them for eModule-related exam questions.
Photos of anatomic dissections were the most appreciated feature, while a lack of figure legends and limited views were noted deficiencies.

Conclusions:

Supplemental eModules can effectively support gross anatomy education, especially when in-person experiences are limited.
Student feedback highlights the importance of visual aids like dissection photos and the need for comprehensive features in digital resources.
Findings can inform the design of future digital gross anatomy tools to enhance student learning and engagement.