The Development and Implementation of a Parallel, Multi-Campus Medical Anatomy Curriculum Delivered with and without Cadavers

TL;DR

A new anatomy curriculum was created that works with or without cadavers, using 3D models and digital tools for consistent learning across different campuses.

Contribution

The novel use of non-cadaveric resources to deliver identical learning outcomes in a multi-campus medical anatomy curriculum.

Findings

Practical sessions using non-cadaveric resources achieved identical learning outcomes as cadaver-based sessions.

A blended curriculum with 3D models and multimedia enabled effective anatomy teaching in rural campuses.

The program successfully integrated asynchronous and hands-on learning across multiple locations.

Abstract

A parallel, multi-campus anatomy curriculum was developed that could be delivered with or without body donor cadaveric teaching resources. This blended program includes asynchronous lectures, e-Learning modules, formative self-assessment, independent study, and synchronous hands-on practical sessions. Practical sessions at the metropolitan campus utilise professionally prepared body donor cadaveric teaching resources, whereas rural campus practical sessions use a combination of non-cadaveric resources such as 3D models (physical and digital) and interactive multimedia to achieve identical learning outcomes. Here, we discuss the specific features of the practical sessions delivered in this novel cross-campus curriculum, with a focus on the non-cadaveric teaching resources deployed.

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