New‐old‐ways: where does innovation stand with technology in anatomy labs

Abstract

At the Icahn School of Medicine at Mount Sinai (ISMMS), Structures is a very intensive course that encompasses and integrates the subjects of Anatomy, Histology and Embryology. In 2019, we have incorporated iPads into our course, Structures. We here report the insights and challenges we faced while planning and implementing the project. We also include the input from students and educators on the outcomes of this beta version, as well as their vision for the future. At the ISMMS, the first‐year class has 124 students, divided in 24 groups of 5 or 6 components. Each group performs a full cadaver dissection, supervised and supported by faculty, residents, surgeons, emergency attendants, clinical specialists, and teaching assistants (TAs). Our TAs take part in teaching, organize review sessions, and play a major role in Table Conferences—our in‐lab oral assessment on practical knowledge of Anatomy. The team involved in the iPad project was comprised by directors, faculty, TAs, physicians, members of the Medical Education Department, and members of the Information Technology Group: experts in software/hardware and specialists in design and content development. Our goal is to provide our students with the foundation to proceed into the second‐year, without losing sight of the step‐exams, and use the iPads to facilitate content integration. The use of technology in the anatomy lab is not a new paradigm, but our experience shows that that in the area of custom‐tailored content and purposeful selection of apps, innovation and creativity has plenty of room to grow and flourish.