Dedicated Poster Abstracts

Abstract

Background/Purpose: Virtual dissection is performed with CT scans on near life-size touchscreens, which function like hospital radiology workstations. Students work together to manipulate the data and perform their dissection. The purpose of this study was to develop and qualitatively assess the educational value of virtual dissection laboratories for first year medical students as well as to understand students' preferred pedagogical approaches for learning from this new technology.Methods: 105 first-year medical students participated in a case-based virtual dissection curriculum and were invited to complete a theory-based post-experience survey. Eight unique cases were selected based on the first-year curricular objectives and in groups of 6-8, students reviewed the cases with a radiologist. First, students' reactions to virtual dissection were measured by three constructs using a 5-point Likert scale: quality of curriculum design (11 questions), impact on learning (7 questions), and comfort with technology (3 questions). Second, students ranked the usefulness of six pedagogical approaches for this technology. Responses were tabulated and rank order item lists were generated statistically using the Schulze method where appropriate.Results: The survey response rate was 83% (87/105). Overall, students' reactions to virtual dissection were positive across all three measured constructs. Most students indicated that the cases were of an appropriate level of difficulty (90%) and that virtual dissection improved their understanding of disease and pathology (89%), the clinical relevance of anatomy (77%), and visuospatial relationships (64%). Almost all students (94%) reported that the curriculum improved understanding of the role of the radiologist in patient care. Students felt that the “very useful” pedagogical approaches were small group demonstration (68%) and problem-based learning (51%).Conclusion: First-year medical students perceive virtual dissection as a valuable tool for learning anatomy and radiology. This technology allows real-life clinical cases to be introduced into pre-clinical learning, thereby providing opportunities to strengthen the vertical integration in medical curricula.