Integrating Virtual Learning Into a Primarily Cadaveric-Based Curriculum: Medical Students' Perspectives, Opinions,...

Area of Science:

• Medical Education
• Anatomy
• Educational Technology

Background:

• Traditional human anatomy education relies on cadaveric dissection, prosections, and lectures.
• Challenges like limited exposure, visualization difficulties, and cadaver shortages necessitate innovative teaching methods.
• Virtual anatomy technologies offer potential solutions, accommodating diverse learning styles and enhancing structural analysis.

Purpose of the Study:

• To evaluate the impact of newly implemented virtual anatomy resources on student learning.
• To assess first-year medical students' opinions on integrating virtual learning tools into anatomy curricula.
• To explore student perceptions of virtual resources compared to traditional teaching methods.

Main Methods:

• An Institutional Review Board (IRB)-approved survey was administered to first-year medical students.
• The survey included Likert scale and open-ended questions on virtual learning tool experiences.
• Data collection occurred at the course start and after each of the three examinations.

Main Results:

• A 72.4% response rate (42 out of 58 students) was achieved, with 65 total responses.
• 69.2% of respondents found virtual resources more effective than traditional methods.
• 92.3% rated virtual resources as slightly to extremely useful, with positive feedback on achieving course goals.

Conclusions:

• First-year medical students perceive virtual anatomy resources positively, viewing them as effective learning tools.
• Students expressed strong support for greater integration of virtual learning in anatomy education.
• Virtual resources are seen as valuable complements to traditional cadaveric dissection, especially given cadaver scarcity.