Faculty and Student perceptions of tablet‐based content in gross anatomy laboratory teaching

Abstract

We describe an initial trial using a tablet‐based dissection manual (iPad) in teaching gross anatomy in a first year medical education program. One hundred and fifty students dissected in groups of 4 to a cadaver. Each group of 4 shared one tablet computer. The tablet dissection manual was generated by Faculty and 2nd year medical students based on the existing written lab guide, lecture content, syllabus content, cadaveric images and short videos of dissections. The content was designed to guide the students through the dissection and highlight key learning points. Students were surveyed after the first laboratory and after the seventh and final laboratory. Faculty (n=9) and Teaching assistants (n=12) were surveyed after the completion of the course. The surveys included questions comparing the value of the tablet content versus traditional assets (e.g. Netter's and Grant's Atlases), time spent using tablet versus traditional assets, changes in faculty teaching style, and faculty perception of the utility of the tablets. Student and faculty perceptions on the implementation of the tablet will be compared. Our findings will help inform the community of the benefits and limitations of tablet‐based instruction in early medical education.