The Impact of Simulation-Based Teaching Module Involving Virtual Dissection on Anatomy Curriculum Delivery
Authors:   Associate Professor, Department of Anatomy, Yenepoya Medical College, Yenopoya (deemed to be) University, Deralakatte, Mangalore, India., Sultana Qudusia , Jain Rashmi ,   Additional Professor and Chief Coordinator ACTS YEN, Department of Ophthalmology, Yenepoya Medical College, Yenepoya (deemed to be) University, Deralakatte, Mangalore, India., M. H. Shariff  ,   Additional Professor, Department of Pathology, Yenepoya Medical College, Yenepoya (deemed to be) University, Deralakatte, Mangalore, India., Quadras Pranup Roshan ,   Assistant Professor, Department of Anatomy, A.J Institute of Medical Sciences and Research Centre, Mangaluru, Karnataka, India., Ramos Amith ,   Associate Professor, Department of Anatomy, American University of Antigua College of Medicine, University Park, Coolidge, Antigua.
Published: December 2022

Background: Knowledge of anatomy, one of the core preclinical subjects, is very important for medical undergraduates to have a thorough understanding of various clinical conditions. The traditional method of learning anatomy involves dissection of human cadavers. Medical education system is entering an era in which the traditional teaching methods are being supplemented by newer technological teaching techniques. Simulation based teaching like virtual dissection table “Anatomage” can enhance the understanding and retaining capacity of the subject. The aim of the study is to determine the perception of virtual dissection, among students and staff and to compare the knowledge acquired through simulation based teaching and traditional teaching method. Material and Method: The study comprised of 150 first-year MBBS students who attended regular theory class on ‘joints of musculoskeletal system’ and answered pre-test. The students were divided into two groups, based on teaching method, one which involved the use of a virtual dissection table, and the other, involving the use of cadaveric dissection. The students were made to attempt the post-test. The students were then assessed based on their responses to the pre- and post-tests. Feedback on the overall utility of the table from both students and staff was taken. Results: The mean post-test scores were significantly higher than the mean pre-test scores, irrespective of the teaching method used. (p<0.001) However, the students who were exposed to the virtual dissection table scored comparatively better in the post-test than those exposed to cadaveric dissection. (p<0.001) 100% of the faculty and 93.3% of the students agreed that three-dimensional visualization improves understanding of anatomical structures. Conclusion: The findings of this study suggest that though cadaveric dissection and virtual dissection enhance learning, the students tend to perform better with virtual dissection. The incorporation of simulation-based teaching into the Anatomy curriculum is essential to supplement traditional cadaveric dissection and ensure engaging as well as high impact delivery of the curriculum. KEY WORDS: Simulation, Virtual dissection, Musculoskeletal, Anatomage, Cadaver, Dissection, Anatomy, MBBS, Teaching Methodologies.