The additional role of virtual to traditional dissection in teaching anatomy: a randomised controlled trial
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TEACHING ANATOMY
The additional role of virtual to traditional dissection in teaching anatomy: a randomised controlled trial Rafael Boscolo‑Berto1,2,4 · Cinzia Tortorella1,2,4 · Andrea Porzionato1,2,4 · Carla Stecco1,2,4 · Edgardo Enrico Edoardo Picardi3 · Veronica Macchi1,2,4 · Raffaele De Caro1,2,4 Received: 4 April 2020 / Accepted: 12 August 2020 © The Author(s) 2020
Abstract Introduction Anatomy has traditionally been taught via dissection and didactic lectures. The rising prevalence of informatics plays an increasingly important role in medical education. It is hypothesized that virtual dissection can express added value to the traditional one. Methods Second-year medical students were randomised to study anatomical structures by virtual dissection (intervention) or textbooks (controls), according to the CONSORT guidelines. Subsequently, they applied to the corresponding gross dissection, with a final test on their anatomical knowledge. Univariate analysis and multivariable binary logistic regression were performed. Results The rate of completed tests was 76.7%. Better overall test performance was detected for the group that applied to the virtual dissection (OR 3.75 with 95% CI 0.91–15.49; p = 0.06). A comparable performance between groups in basic anatomical knowledge (p 0.45 to 0.92) but not muscles and 2D-3D reporting of anatomical structures was found, for which the virtual dissection was of tendential benefit (p 0.08 to 0.13). Medical students who applied to the virtual dissection were over three times more likely to report a positive outcome at the post-dissection test than those who applied to textbooks of topographical anatomy. This would be of benefit with particular reference to the understanding of 2D–3D spatial relationships between anatomical structures. Conclusion The combination of virtual to traditional gross dissection resulted in a significant improvement of second-year medical students’ learning outcomes. It could be of help in maximizing the impact of practical dissection, overcoming the contraction of economic resources, and the shortage of available bodies. Keywords Body donation · Cadaver dissection · Clinical anatomy · Education · Randomised controlled trial · Virtual dissection
Introduction Electronic supplementary material The online version of this article (https://doi.org/10.1007/s00276-020-02551-2) contains supplementary material, which is available to authorized users. * Veronica Macchi [email protected] 1
Department of Neurosciences, Institute of Human Anatomy, University of Padova, Via Gabelli 65, Padova, Italy
2
Veneto Region Reference Center for the Preservation and Use of Gifted Corpses, Veneto Region, Via Gabelli 65, Padova, Italy
3
Digestive System Surgery Division, European Institute of Oncology (IRCSS), Via Ripamonti 435, Milano, Italy
4
Vesalio Center for Anatomical Training “A Vesalius”, University of Padova, Via Gabelli 65, Padova, Italy
Human gross anatomy represents a pillar of medical curricula worldwide and is aimed a
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