Medical Education and EdTech Integration: Medical Educators’ Experience and Reflections on the Anatomage Table

Abstract


 This article presents the experience and reflections of medical educators following the introduction of the Anatomage table, an educational technology or EdTech to our medical school for the purpose of supporting the teaching of anatomy and related basic medical sciences to medical school. It was considered a critical need by the stakeholders including the institutional and departmental leadership to consider the teachers' experiences following initial exposure and use, as well as their insights and reflections. The approach was a mixed method, whereby the teachers responded to a 12-question structured and validated questionnaire and upon written informed consent, participated in a focus group discussion [FGD] activity. The questionnaire provided vital data on insights, experiences and reflections of the medical educators following their exposure to the EdTech while the FGD provided qualitative information on similar themes. The questionnaire data is presented as charts or figures while the FGD is thematically organized and summarized. Medical educators generally agreed that the EdTech is a quality addition to the medical school as it could improve the delivery of teaching and training to medical students. They believed that training the trainers would significantly optimize its benefit. They also posited that providing learners with quality time and access to use the Anatomage table in a self-directed manner would better enhance their learning experiences. The medical educators would also think that while the Anatomage table aligns with the preferences of the current generation of medical students who are largely tech savvy and EdTech inclined, the use should be structured, such as using a protocol to guide and facilitate learning, and to measure or assess performances with its use. They would also think that it is versatile enough to support medical education and training in various contexts of curricular structures. Finally, the teachers would take a position that the EdTech should complement cadaveric dissections, and not totally replace it.