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Student Competency in Interpreting Medical Imaging: How Virtual vs. In‐Person Cadaveric Dissection Influences Student Perception and 3D Awareness of the Human Body
Author(s) -
Motzko Micaela,
Barry Alla,
Glueck Edwin,
Holland Brandalynn
Publication year - 2021
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.2021.35.s1.03287
Subject(s) - medical education , medicine , dissection (medical) , human body , psychology , cadaveric spasm , perception , dignity , radiology , anatomy , neuroscience , political science , law
As a medical student's first encounter with human anatomy, cadaveric dissection facilitates a comprehensive, three‐dimensional (3D) understanding of the human body. We believe that this interaction is vital for future clinicians' ability to interpret medical imaging, specifically when the anatomy may be viewed in different planes, such as in Magnetic Resonance Imaging (MRI). In this study, we evaluated how learning anatomy through cadaveric vs. virtual dissection software programs affected medical students' ability to interpret medical imaging, as well as the impact it had on student satisfaction with their anatomical education. Methods Twenty first year medical students and 8 senior‐level pre‐medical students were recruited for this study, each of them having no prior experience with cadaveric dissection. The first year medical students learned anatomy via virtual dissection software, while the pre‐medical students performed in‐person dissections. After both groups completed the musculoskeletal system in their respective program, each student was given a 16‐question agree/neutral/disagree survey with questions regarding their confidence and satisfaction with their anatomical education, as well as questions about respecting human dignity and empathizing with future patients. Following the survey, each student was asked to complete a 30‐question open‐answer assessment which asked them to identify various musculoskeletal structures on MRI scans. Both cohorts received identical assessments and were given the same time restrictions. Two months later, each student was asked to complete a second, identical 30‐question assessment in order to evaluate anatomical knowledge retention. Results The pre‐medical students who were enrolled in a human anatomy dissection course scored higher than the first year medical students learning anatomy virtually on both assessments in this study. The pre‐medical students had average scores of 43.3% (SD 9.4) and 41.7% (SD 10.8) for the initial and 2‐month assessments, respectively. The first‐year medical students had average scores of 37.5% (SD 12.6) and 32.2% (SD 13.4) for the initial and 2‐month assessments, respectively. Additionally, the survey results demonstrated that the majority of first‐year medical students (90%) felt that the virtual software was inadequate compared to in‐person dissection. The survey also revealed that those who participated in cadaveric dissection developed more respect for the dignity of human beings and empathy for future patients (87.5% and 100%, respectively) compared to those who did not (25% and 5%, respectively). Conclusion This study demonstrates that cadaveric dissection provides several benefits to future physicians. In‐person dissection facilitates a deeper understanding of the anatomy, and provides a 3D awareness of the human body that enables future physicians to comprehend anatomy on multiple planes. Additionally, this study demonstrates that cadaveric dissection not only improves student satisfaction, but it develops intangible characteristics in future physicians such as respect and empathy for human beings.