Perceived Effectiveness of Cadaveric and Three-dimensional Virtual Dissection in Learning Anatomy among First-Year MBBS Students: A Cross-sectional Study from Northeastern India

Abstract

Abstract Introduction: The advent of three-dimensional (3D) virtual digital technology in the 21st century has tremendously impacted medical education worldwide. The aim of the present study is to evaluate the attitude and response of first-year MBBS students toward traditional cadaveric dissection and 3D virtual dissection in learning human anatomy through descriptive validated questionnaires. Methodology: The present study is a cross-sectional and observational study. Fifty students of first-year MBBS batch of a tertiary medical college in north-east region of India were taught gross anatomy of the human body by cadaveric, 3D virtual, and combined dissection methodologies in the Department of Anatomy, North Eastern Indira Gandhi Regional Institute of Health and Medical Sciences, Mawdiangdiang, Shillong, Meghalaya, India, over a period of 1 year. The students assessed the perceived effectiveness of different dissection methodologies through semi-structured questionnaires at the first-phase, mid-phase, and at the end-phase of the study. Results More than half of the respondents (60%) preferred learning the gross anatomy of the upper limb and lower limb regions by “combined 3D virtual followed by cadaveric dissection methodology.” At the completion of thorax and abdomen regions, 28 students (56%) voted for “combined cadaveric followed by 3D virtual dissection methodology.” At the completion of the study, all students preferred the combined dissection methodology with 30 (60%) students preferring the “combined cadaveric followed by 3D virtual dissection methodology” while 26 (52%) students voted for the “combined 3D virtual followed by cadaveric dissection methodology.” The feedback from the validated questionnaires at the completion of the study was statistically analyzed using Cronbach’s alpha test. Conclusions: The findings suggest that both the combined dissection methodologies complemented each other very well in understanding, recalling, and learning human anatomy, with the highest rating coming from both the combined dissection methodologies.