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Reimagining dissection lab preparation ‐ the role of digital media in anatomy education
Author(s) -
Ng Nicole,
Javadian Farnaz,
Tse Shirley,
Jiang Andy,
Doroudi Majid
Publication year - 2020
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2020.34.s1.02832
Subject(s) - dissection (medical) , curriculum , digital video , gross anatomy , human anatomy , medicine , anatomy , video recording , computer science , medical education , multimedia , psychology , medical physics , pedagogy , telecommunications , transmission (telecommunications)
Learning materials provided to students prior to anatomy dissection labs have classically been in the form of written instructions and images from prosections. However, these materials can be difficult to interpret, especially for beginner students. With the advancement of technology, educational curricula are exploring the integration of digital platforms to supplement more traditional teaching methods. Goal To investigate the utility of a video‐based guide for approaching dissection. Methods A video dissection guide was created demonstrating the dissection of the superficial back. The video outlines the anatomy, technique, procedure, and includes review questions. The video was made available online through YouTube, along with a feedback survey. A secondary video dissection guide highlighting the dissection of the deep back was subsequently produced and made available in the same avenue. Results After two months, the superficial back dissection video has received more than 1,400 views. Feedback was received from 68 respondents; a majority of whom were female (63.2%), aged 20–24 (60.3%), and had a current education level of a postgraduate degree or professional degree (54.4%). The majority of respondents agree or strongly agree that the video presented the anatomy in a clear and organized fashion (95.6%), enhanced their learning of the anatomy (100%), familiarized them with dissection tools and how to use them (89.7%), familiarized them with methods and techniques for dissection (92.6%), was more effective than a dissection guide (97.1%), and was more effective for learning anatomy than a textbook (88.2%). A poll of 54 respondents found that most agree or strongly agree that the video is a valuable resource for review/test preparation (88.9%). Preliminary survey results for the deep back dissection video indicates that, of 15 respondents, the majority agree or strongly agree that the video presented the anatomy in a clear and organized fashion (100%), enhanced their learning of the anatomy (93.3%), was more effective than a dissection guide (93.3%), and is a valuable resource for initial learning of dissection/anatomy (100%) and review/test preparation (86.7%). Conclusion In summary, digital media in the form of video‐based dissection guides may be a useful tool to incorporate into educational curricula for teaching gross anatomy of both superficial and deep structures. Future goals include the incorporation of clinically relevant information to dissected anatomical structures.