Virtual Dissection: an Educational Technology to Enrich Medical Students' Learning Environment in Gastrointestinal Anatomy Course

Ali Emadzadeh; Hasan EidiBaygi; Shabnam Mohammadi; Mohammad Etezadpour; Mehri Yavari; Haniye Mastour

doi:10.1007/s40670-023-01867-z

Virtual Dissection: an Educational Technology to Enrich Medical Students' Learning Environment in Gastrointestinal Anatomy Course

Med Sci Educ. 2023 Sep 2;33(5):1175-1182. doi: 10.1007/s40670-023-01867-z. eCollection 2023 Oct.

Authors

Ali Emadzadeh¹, Hasan EidiBaygi¹, Shabnam Mohammadi², Mohammad Etezadpour³, Mehri Yavari¹, Haniye Mastour¹

Affiliations

¹ Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
² Department of Anatomy and Cell Biology, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
³ Endoscopic and Minimally Invasive Surgery Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.

Abstract

Background: Virtual dissection provides a digital experience of medical images to visualize anatomy on touchscreen tables. This study aimed to integrate the virtual dissection table (VDT) into the gastrointestinal anatomy course and assess medical students' intended learning outcomes and satisfaction with this educational technology.

Methods: This quasi-experimental study enrolled second-year undergraduate medical students who studied anatomical sciences in the autumn semester of 2021-2022 at a single medical school. In the intervention and control groups, the participants were randomized to study anatomy by VDT or topographical anatomy textbooks. The knowledge tests evaluated the students' learning outcomes of gastrointestinal anatomy, and following the course, students completed a satisfaction survey.

Results: The findings indicated that a significant gain occurred, and instructional intervention during which the learning environment was enriched with virtual dissection could enhance the students' learning (F = 13.33, df = 2, P < 0.01, partial η² = 0.20) and satisfaction (T = 6.10, df = 54, P < 0.01, Cohen's d = 1.63, CI_95% = 1.02-2.23).

Conclusions: This study demonstrates the potential for virtual dissection to augment anatomical science education. Further research is required to consider the contributing features and apply this educational technology to enhance students' anatomy learning.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-023-01867-z.

Keywords: Anatomage table; Anatomy education; Educational technology; Gastrointestinal anatomy education; Medical education; Technology-enhanced learning; Virtual dissection table (VDT).

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