Integrating Virtual Learning Into a Primarily Cadaveric-Based Curriculum: Medical Students’ Perspectives, Opinions, and Attitudes

TL;DR

Medical students found virtual learning tools helpful for anatomy education, especially when combined with traditional cadaver-based methods.

Contribution

This study provides new insights into student perspectives on integrating virtual resources into cadaver-based anatomy education.

Findings

69.2% of students felt virtual resources were more effective than traditional methods.

92.3% of students rated virtual tools as slightly to extremely useful.

Students saw potential for greater integration of virtual learning in anatomical education.

Abstract

Human anatomy is a crucial component of medical education, traditionally taught through human cadaveric dissection, prosections, and formal lectures. However, challenges such as limited exposure to material, difficulty visualizing structures, and cadaver shortages have prompted the integration of virtual anatomy technologies, such as software applications, web-based educational three-dimensional (3D) platforms, and virtual reality, into curricula. These resources offer advantages by accommodating different learning styles, enabling the analysis of anatomical structures in various planes, and increasing exposure to learning materials. Although research has explored modernizing anatomy education with virtual tools, limited focus has been placed on student opinions of integrating virtual resources. This study aimed to examine how the first-time implementation of virtual resources, including web-based educational 3D platforms, augmented reality, and software applications, affected student learning and their opinions on the further integration of virtual learning. An Institutional Review Board (IRB)-approved survey was conducted with first-year medical students enrolled in an introductory human anatomy course at a single institution. Students completed Likert scale and open-ended response questions regarding their experiences using virtual learning tools. Surveys were distributed to students at the start of the course and after each of the three required examinations. Of the 58 students who consented, 42 responded (72.4%), yielding 65 total responses including duplicates. Among the respondents, 69.2% (n=45) felt virtual resources were more effective compared to traditional methods, and 92.3% (n=60) rated them as slightly to extremely useful. Short-answer responses revealed that students had a positive view of virtual tools and found them helpful for achieving course goals. Students saw potential for the greater integration of virtual learning in anatomical education. Overall, students felt that virtual resources complemented traditional cadaveric dissection, particularly among growing cadaver shortages.

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