European Journal of Cardiovascular Medicine

Anatomy is a cornerstone of medical education, providing the essential knowledge required for understanding the human body’s structure and function. Traditional methods of teaching anatomy, primarily through cadaveric dissection, have long been regarded as the gold standard for acquiring this knowledge. However, these methods come with significant challenges, including the availability of cadavers, ethical considerations, the high cost of maintenance, and the time-consuming nature of dissection procedures. As medical education evolves, there is an increasing demand for more efficient and accessible methods to impart anatomical knowledge to students.

In recent years, technological advancements have revolutionized various aspects of education, including the field of anatomy. Virtual dissection tools, which employ sophisticated software to simulate the dissection process, have emerged as a promising alternative or supplement to traditional cadaveric dissection. These tools offer several advantages, such as the ability to visualize anatomical structures in three dimensions, repeat dissections without the need for multiple cadavers, and provide a safe, cost-effective, and ethically sound learning environment. Additionally, virtual dissection tools can be customized to cater to different learning paces, enabling students to revisit complex concepts at their convenience.

Despite the growing popularity of virtual dissection tools, there remains a critical need to evaluate their effectiveness in comparison to traditional methods. While virtual dissection provides an innovative approach to anatomy education, it is essential to determine whether it can achieve comparable or superior outcomes in terms of knowledge acquisition and retention. This research aims to explore the role of technology in anatomy education by evaluating the knowledge gains associated with the use of virtual dissection tools among medical students at the Government Medical College and Hospital Sundargarh, Odisha. Through this study, we seek to contribute to the ongoing discourse on the integration of technology in medical education and to provide evidence-based insights that may guide future educational practices in anatomy.

Study Design

This study employed a quasi-experimental design to evaluate the effectiveness of virtual dissection tools in enhancing anatomy education among medical students. The study was conducted at the Government Medical College and Hospital Sundargarh, Odisha, over a period One year, from March 2023 to February 2024. The research focused on comparing the knowledge gains of students who used virtual dissection tools with those who followed the traditional cadaveric dissection approach.

Study Population

The study population consisted of first-year MBBS students (Batch 2022-23 & 2023-24) enrolled in the anatomy course at Government Medical College and Hospital Sundargarh. Out of 200 total student in both batch 150 students were included in the study, with 75 students assigned to the experimental group (virtual dissection) and 75 students assigned to the control group (traditional cadaveric dissection). The students were randomly assigned to each group to minimize selection bias. Informed consent was obtained from all participants.

Inclusion and Exclusion Criteria

Inclusion Criteria:

• Only First-year MBBS students enrolled in the anatomy course during the study period.
• Students who provided informed consent to participate in the study.

Exclusion Criteria:

• Students with prior experience using virtual dissection tools.
• Students who did not consent to participate in the study.

Intervention

Experimental Group (Virtual Dissection)

The students in the experimental group were introduced to a virtual dissection tool, which was an advanced 3D anatomy software program. This tool allowed students to interact with high-resolution, three-dimensional models of the human body, simulating the dissection process. The software provided various features, including the ability to zoom in on specific anatomical structures, rotate models for different views, and remove or add layers to explore deeper anatomical regions. The virtual dissection sessions were conducted in a computer lab equipped with the necessary hardware and software. Students attended weekly sessions, each lasting two hours, over the course of the study period.

Control Group (Traditional Cadaveric Dissection)

The control group followed the traditional approach of cadaveric dissection. Students participated in weekly dissection sessions, each lasting two hours, in the anatomy dissection hall. They were provided with standard dissection instruments and cadaveric specimens. The sessions were supervised by experienced anatomy faculty, who guided the students through the dissection procedures and explained the relevant anatomical structures.

Assessment of Knowledge Gains

Knowledge gains were assessed using a pre-test and post-test design. All students, regardless of their group assignment, completed a pre-test before the commencement of the study to establish a baseline level of anatomical knowledge. The pre-test consisted of 50 multiple-choice questions (MCQs) covering key anatomical concepts related to the areas of the body that would be studied during the dissection sessions.

At the end of the one-year study period, a post-test was administered to all participants. The post-test was identical to the pre-test in terms of content and difficulty level. The difference in scores between the pre-test and post-test was calculated to determine the knowledge gains for each student.

Data Collection and Analysis

Data were collected on the students' demographic characteristics, pre-test scores, post-test scores, and their feedback on the learning experience. The primary outcome measure was the change in knowledge, defined as the difference between pre-test and post-test scores. Secondary outcome measures included students’ perceptions of the learning experience, including their satisfaction with the method of instruction and perceived ease of understanding anatomical concepts.

Data analysis was performed using SPSS software (version 26.0). Descriptive statistics were used to summarize the demographic data and test scores. Paired t-tests were used to compare the pre-test and post-test scores within each group, while independent t-tests were used to compare the knowledge gains between the two groups. A p-value of <0.05 was considered statistically significant.

Ethical Considerations

All procedures performed in this study involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. Written informed consent was obtained from all individual participants included in the study.

The study included 150 first-year MBBS students, divided equally into the experimental and control groups, with each group comprising 75 students. Table 1 presents the demographic characteristics of the participants. Both groups were comparable in terms of gender distribution and age. In the experimental group, 53.3% were male, and 46.7% were female, while the control group had 56.0% male and 44.0% female students. The mean age was similar between the two groups, with the experimental group having an average age of 20.1 years and the control group 20.3 years. Additionally, both groups had similar levels of prior knowledge in anatomy, with no significant differences observed between them. These similarities indicate that the groups were well-matched, minimizing the potential for confounding variables to influence the study’s outcomes.

Table 1: Demographic Characteristics of the Study Participants

Table 2 shows the pre-test scores for both groups, which served as the baseline measure of anatomical knowledge before the intervention. The scores were fairly similar across all sections of the test, including Gross Anatomy, Neuroanatomy, Histology, and Embryology. For example, the experimental group scored an average of 12.3 in Gross Anatomy, while the control group scored 12.1. The total pre-test scores were also nearly identical, with the experimental group averaging 37.3 and the control group 36.9. The p-values for all sections were above 0.05, indicating no statistically significant differences between the groups before the intervention. This further supports the validity of the comparison between the groups, as they started with comparable levels of knowledge.

Table 2: Pre-Test Scores of Experimental and Control Groups

Following the six-month intervention period, the post-test scores were recorded and are detailed in Table 3. The experimental group, which utilized virtual dissection tools, showed a significant improvement in their scores across all sections compared to the control group. For instance, in Gross Anatomy, the experimental group achieved an average score of 22.8, whereas the control group scored 18.9. Similar trends were observed in Neuroanatomy, Histology, and Embryology, with the experimental group consistently outperforming the control group. The total post-test score for the experimental group was 73.3, substantially higher than the control group’s 59.9. The differences were statistically significant across all sections, with p-values less than 0.001, indicating that the use of virtual dissection tools led to superior learning outcomes compared to traditional cadaveric dissection.

Table 3: Post-Test Scores of Experimental and Control Groups

The knowledge gains, calculated as the difference between pre-test and post-test scores, are presented in Table 4. The experimental group demonstrated significantly greater knowledge gains in all sections of the test. For example, in Gross Anatomy, the experimental group showed an average improvement of 10.5 points, compared to 6.8 points in the control group. In Neuroanatomy, the knowledge gain was 8.7 points for the experimental group versus 5.4 points for the control group. The total knowledge gain was notably higher in the experimental group, averaging 36.0 points, compared to 23.0 points in the control group. These results underscore the effectiveness of virtual dissection tools in enhancing students’ understanding and retention of anatomical knowledge.

Table 4: Knowledge Gains (Difference Between Pre-Test and Post-Test Scores)

Table 5 summarizes the feedback from students regarding their learning experience. The experimental group expressed higher overall satisfaction with the learning method, with an average satisfaction score of 4.5 out of 5, compared to 3.8 in the control group. Additionally, students in the experimental group found it easier to understand anatomical concepts, with a mean score of 4.7, significantly higher than the 3.9 reported by the control group. The experimental group also showed a greater interest in learning anatomy and a stronger preference for using similar learning tools in the future, with mean scores of 4.6 and 4.8, respectively. Furthermore, the perceived usefulness of the virtual dissection method was rated higher by the experimental group, with a score of 4.7 compared to 3.9 in the control group. These findings highlight the positive reception of virtual dissection tools among students and their potential to enhance engagement and satisfaction in anatomy education.

Table 5: Student Feedback on Learning Experience

The findings of this study offer strong evidence for the efficacy of virtual dissection tools in enhancing anatomy education, presenting a compelling case for their integration into medical curricula. The significant improvement in post-test scores among students who utilized virtual dissection tools, compared to those who relied on traditional cadaveric dissection, underscores the potential of these technological advancements to elevate both the comprehension and retention of anatomical knowledge.

Our results resonate with the broader body of literature that emphasizes the advantages of incorporating technology into anatomy education. Previous studies have consistently demonstrated that virtual dissection tools, with their interactive and immersive features, provide students with a more profound and nuanced understanding of anatomical structures. This study affirms these findings, as the experimental group exhibited notably greater knowledge gains across all tested areas of anatomy. Particularly in complex domains such as Gross Anatomy and Neuroanatomy, the ability to interact with and manipulate three-dimensional models appears to confer a distinct educational benefit.

Moreover, earlier research has highlighted the efficiency and accessibility of virtual dissection tools. Traditional cadaveric dissection is often hampered by the limited availability of cadavers, ethical considerations, and the inherently time-consuming nature of physical dissection. In contrast, virtual dissection tools offer students the ability to repeatedly explore and review anatomical structures without these constraints. The significantly higher retention rates observed in our experimental group suggest that the opportunity to revisit and engage with digital models may play a crucial role in fostering deeper learning and improving long-term retention.

In addition to enhancing knowledge acquisition, student feedback from our study aligns with previous findings that indicate higher levels of engagement and satisfaction when learning is supported by technology. Students in the experimental group reported greater satisfaction, ease of understanding, and interest in anatomy compared to those in the control group. This mirrors the results of other studies that have shown increased motivation and engagement when students are provided with interactive, visually rich learning tools. Such tools not only make the learning process more engaging but also help demystify complex anatomical concepts, making them more accessible to students.

The implications of this study are significant for the future of anatomy education. The results suggest that virtual dissection tools are not merely a supplementary resource but could, in certain contexts, surpass traditional cadaveric dissection in terms of educational effectiveness. This is particularly relevant in settings where resources are constrained, cadaver availability is limited, or ethical concerns impede the use of cadavers. The enhanced understanding and retention achieved by students using virtual tools highlight their potential to improve learning outcomes, especially in regions or institutions where traditional dissection is less feasible.

However, it is also important to recognize that virtual dissection tools do not need to replace traditional methods entirely. Instead, they can be effectively integrated alongside cadaveric dissection to provide a more comprehensive educational experience. While cadaveric dissection offers invaluable hands-on experience, virtual tools complement this by allowing students to explore anatomy in a more detailed and dynamic manner. This hybrid approach could combine the tactile, experiential learning of cadaveric dissection with the visual and interactive strengths of virtual tools, potentially offering a superior overall educational experience.

Limitations and Future Research

Despite the promising findings, this study has limitations that must be acknowledged. The study was conducted over a relatively short period, which limits the ability to assess long-term retention and the sustained impact of virtual dissection tools on anatomical knowledge. Additionally, while the study design aimed to minimize bias and ensure comparability between groups, factors such as individual learning styles, the novelty of the technology, and varying instructional quality may have influenced the outcomes.

Future research should explore the long-term effects of virtual dissection tools on knowledge retention and clinical application. Additionally, it would be beneficial to investigate the optimal balance between virtual and traditional dissection methods to maximize learning outcomes. Understanding how these tools can be best integrated into existing curricula, particularly in resource-limited settings, will be crucial for their broader adoption and effective use.

In conclusion, this study adds substantial weight to the growing evidence supporting the use of virtual dissection tools in anatomy education. The significant knowledge gains and high levels of student satisfaction observed in this study suggest that these tools offer a valuable enhancement to traditional teaching methods. As medical education continues to evolve, it is imperative to embrace innovative technologies that can meet the diverse needs of students and improve educational outcomes. The results of this study strongly advocate for the integration of virtual dissection tools into medical curricula, particularly in scenarios where traditional methods are limited by logistical, ethical, or resource constraints. By incorporating these tools, medical schools can provide a more comprehensive, effective, and engaging learning experience for future healthcare professionals.

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