The Anatomage table in medical education: perceptions and associated factors among students in Rwanda

Gross anatomy is foundational in medical education and is traditionally taught through cadaveric dissection. However, post-COVID-19 technological advancements have introduced digital tools, such as the anatomage table (AT), which offers interactive 3D virtual dissection to enhance learning outcomes and overcome logistical challenges.

This study assessed the perceived educational benefits of AT and associated factors among medical students at the University of Global Health Equity (UGHE), Rwanda.

A cross-sectional analytical study using a structured, validated questionnaire was conducted among 148 first- to third-year Bachelor of Medicine and Bachelor of Surgery students. Data were collected using the KoboToolbox and analyzed using SPSS. Chi-square tests and logistic regression were used to identify factors associated with perceived educational benefits of AT. A p-value < 0.05 with a 95% confidence interval was considered statistically significant.

Of the 135 participating medical students (response rate of 91.2%), 83.0% perceived AT as beneficial, while 83.7% demonstrated good practice and a favorable attitude toward its use. Additionally, 65.9% of the participants reported improved learning due to the use of AT. Logistic regression identified female sex (AOR = 3.51, CI: 1.26-9.76), good practice (AOR = 3.05, CI: 1.26-7.36), and perceived learning improvement (AOR = 4.45, CI: 2.26-9.13) as significant predictors of perceived benefits.

This study shows that students perceived AT as a beneficial educational tool for learning gross anatomy and associated it with a positive attitude and improved learning experience.