Integration of Virtual Three‐ Dimensional (3D) Anatomy Platforms with Cadaveric Prosections in the Teaching of Cardiac Anatomy
Authors: Izhakoff Nicole , Abram Jasmine , Gomez Ferdinand , Ravikumaran Nair Rakesh 
Published: May 2022

Introduction

A challenge faced by first year medical students is to understand the orientation of the heart in the thorax and an understanding of how blood moves through each chamber, correlating this anatomic understanding with clinical landmarks for auscultation. Previous studies have revealed the utility of three‐dimensional (3D) learning in medical education and specifically for the cardiovascular system through plastinated models, 3D computed tomography imaging, and ultrasound correlations (1‐3). By integrating virtual 3D anatomy platforms, specifically 3D4Medical’s Complete Anatomy, alongside cadaveric prosections, medical students may gain a better understanding of the path of blood flow through the heart and its orientation in the thorax.

Hypothesis

Incorporating virtual 3D anatomy platforms with prosected cadavers improves the understanding of cardiac anatomy, specifically the orientation of the heart in the thorax and blood flow through the heart, compared to only prosected cadavers.

Materials and Methods

137 first year medical students at FIU HWCOM (CO 2025) attended a 25‐minute session in groups of 7‐9 students facilitated by two fourth year medical teaching assistants (TAs). In the session, the TA discussed cardiac anatomy using a prosected cadaver for half the time, followed by teaching with the 3D virtual anatomy models on the Complete Anatomyapplication from 3D4Medical. The 3D virtual anatomy models were used to further explain the location of the heart in the thorax and the path blood flow through the heart, emphasizing the correlations between anatomical structures and clinical auscultation sites. A two‐question end‐of‐course survey using the 5‐point Likert Scale was administered to all students who participated in the session. Questions included “Q1. The demonstrations with Complete Anatomy were helpful for my understanding of anatomy and pathology.” and “Q2. How likely are you to recommend virtual anatomy platforms like 3D Complete Anatomy to other medical students?”

Results

123 students completed the first question (Q1) and 125 students completed the second question (Q2) of the survey. For Q1, 62.6% of responses indicated that they either Agreed (34.96%) or Strongly Agreed (27.64%) that Complete Anatomy was helpful for their understanding of anatomy and pathology. For Q2, 87.2% of responses indicated that they were either Likely (25.60%) or Very Likely (61.60%) to recommend virtual anatomy platforms to other medical students.

Conclusions

The results of our survey support our hypothesis that the integrated virtual 3D anatomy teaching model improves first year medical students’ understanding of cardiac anatomy. Additionally, students overwhelmingly recommend the use of virtual anatomy platforms like Complete Anatomy to other medical students.

Implication

The integration of virtual 3D anatomy platforms to study cardiac anatomy will strengthen the quality of medical education for first year medical students. Moving forward, it is recommended that 3D anatomy platforms be integrated into our institution’s curriculum alongside traditional cadaveric models for the teaching of cardiac anatomy in the first‐year anatomy course.