Digital tools and software in a blend with plastinated specimens in the 21st‐century Anatomy classroom

Abstract

During the last decade, anatomical education has undergone dramatic changes related to the form and especially, a pedagogical approach to the curricular content of the classroom presentations. Active learning is one of the valuable tools for didactic instruction and start actively utilize 3D software and plastinated specimens for the expansion of the classroom beyond college campus boundaries. 3D software and plastinated specimens have numerous advantages in comparison to the traditional classroom learning style. Data from the assessment of n=86 student volunteers are included. A cross‐over study was designed to compare the traditional classroom style and utilization of 3D software and plastinated models. Collected data shows that the new approach leads to more than double (218 % p< 0.001) of the students study time (volunteer homework), improvement of quiz scores (24.5% p< 0.009), assessment of self‐confidence before the class quiz (46.8% p<0.005), self‐assessment of improvement of terminology spelling and pronunciation (78% p<0.004) and occurrence of peer teaching was doubled (100% involvement p<0.007).The study presents convincing evidence in favor of using 3D software and plastinated specimens for the delivery of anatomical curriculum materials in a more organized and effective way in situations of class time restrictions. Specifically, this methodology can be very effective with the increment of restrictions on dissection space regulations, shortage of dissection specimens and much stricter regulations on the disposal of biological waste materialsSupport or Funding InformationPalm Beach State College, FL.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.