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Exploring AACA Members' Perceptions of Integrating Technologies in Anatomy Education
A Raoof1, M Khalil2, E Abdel Meguid3
1Department of Biomedical Science, Kaiser Permanente Bernard J. Tyson School of Medicine, Pasadena, California, USA.
Clinical Anatomy (New York, N.Y.)
|May 9, 2026
Summary
Anatomy faculty see educational technology as beneficial for engagement and learning styles, but cadaver dissection remains crucial for understanding variability. A balanced approach is recommended.
Area of Science:
- Medical Education
- Anatomy Instruction
- Educational Technology
Background:
- Educational technologies are transforming anatomy instruction.
- Understanding faculty perceptions is crucial for effective integration.
- The American Association of Clinical Anatomists (AACA) membership's views are explored.
Purpose of the Study:
- To explore AACA members' perceptions of educational technology use in anatomy.
- To assess the perceived benefits and challenges of technology integration.
- To compare technology-based and cadaver-based anatomy instruction.
Main Methods:
- An online cross-sectional survey was distributed to AACA members.
- The survey assessed technology use, impact, challenges, and comparisons.
- Data were analyzed descriptively, with reliability assessed using Cronbach's alpha.
Main Results:
- Digital textbooks and e-resources were most common.
- Most faculty agreed technology improved engagement (74%), supported diverse learning (72%), and explained complex concepts (70%).
- Barriers included cost (66%) and limited technical support (45%), yet 81% preferred cadaver dissection for variability.
Conclusions:
- Anatomy educators support educational technology as a complementary tool.
- Cadaveric dissection retains irreplaceable pedagogical value for anatomical variability.
- Optimizing anatomy education requires a balanced approach with institutional support and faculty development.