Exploring AACA Members' Perceptions of Integrating Technologies in Anatomy Education

Advances in educational technologies have transformed the landscape of anatomy instruction, prompting a need to understand faculty perceptions regarding their integration. This study explored the perceptions of members of the American Association of Clinical Anatomists (AACA) views on the use, benefits, and challenges of educational technologies in anatomy education. An online cross-sectional survey was distributed to AACA members using Qualtrics and assessed four domains: current use of educational technologies, perceived impact on anatomy education, challenges to technology integration, and comparisons between technology-based and cadaver-based instruction. Likert-scale responses were analyzed descriptively, and internal consistency was evaluated using Cronbach's alpha. Sixty-three faculty members completed the survey, representing approximately 20% of AACA membership. Digital textbooks and e-resources were the most frequently used tools. Most respondents agreed that technology improved student engagement (74%), supported diverse learning styles (72%), and enhanced the explanation of complex concepts (70%). The most frequently reported barriers were cost (66%) and limited technical support (45%). Despite acknowledging the benefits of technology, 81% of participants preferred cadaver dissection, citing its superior value for understanding anatomical variability. All domains demonstrated excellent reliability (α = 0.95-0.99). These findings indicate strong support among anatomy educators for integrating educational technologies as complementary tools while reaffirming the irreplaceable pedagogical value of cadaveric dissection. A balanced approach combining digital and traditional methods, supported by institutional investment and faculty development, is essential for optimizing technology-enhanced anatomy education.