Assessment of Virtual 3D Anatomy and Prosected Cadaver Use for Anatomy Laboratory Sessions Through Regional Dissection

INTRODUCTIONS AND OBJECTIVE: In the pandemic, many medical schools transitioned from traditional regional cadaver dissection to alternative methods for the laboratory portion of anatomy. Starting in the fall of 2020, our first-year class switched from traditional dissection to using prosected cadavers and virtual 3D anatomy modules (Toltec Virtual Human Dissector platform). One issue with using prosections is that cadavers lose context as fasciae and other tissues are removed and altered in order to display important structures. The addition of virtual 3D models allows us to put that context back as structures can be added, removed, and manipulated in the program. Typically, alternative lab teaching methods are assessed through exam and Board scores; however, written exams can be completed successfully through the study of lecture materials, textbooks, and illustrated 2D anatomical images. We believe that regional dissection is a more a practical and rigorous assessment of whether the combined prosection and virtual anatomy use are a successful replacement for traditional dissection. After learning anatomy through the combined alternative methods are students able to find and identify important structures on an intact cadaver or even on a patient? The aim of this study is to assess whether students take the knowledge they gained through prosections and virtual anatomy and apply it successfully to regional dissection. MATERIALS AND METHODS: A subset of students (n = 14) from the first-year class participated in a summer musculoskeletal dissection workshop. A total of 8 cadavers were dissected. Students were responsible for dissecting a specific region and finding and identifying important structures from an identification list. RESULTS: In general, students taking musculoskeletal anatomy using the alternative lab methods either scored similarly or better on exams in comparison to previous students who did the traditional dissection labs. Students were able to find and identify nearly all the structures on their ID lists for the region they were dissecting. The quality of the dissections were at a level that the dissections were used as prosections for upcoming classes. Students were enthusiastic while dissecting, and at the end of the experience half of them felt comfortable enough with the material to serve as TA's for the next first-year class. CONCLUSION: The level of knowledge gained through prosections and virtual 3D models is more than sufficient, as students are able to locate structures through dissection and produce high quality prosections. Regional dissection serves as a good assessment of alternative anatomy lab teaching methods and allows us to gauge students' practical anatomy knowledge. SIGNIFICANCE/IMPLICATION: The results of this study indicate that our alternatives to traditional dissection are effective teaching methods in a laboratory setting and serve as a satisfactory replacement for dissection. Furthermore, this study suggests that knowledge gained through virtual 3D models and prosections alone may translate more directly to practical or clinical skills. © FASEB.