The Synergy of Cadaver-Based and Virtual Education: Comparing Learning Outcomes in a Physician Assistant Clinical Anatomy Course

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Introduction During the COVID-19 pandemic, nearly all educational content at Tufts University School of Medicine was transformed to virtual formats, including anatomy dissection labs. This study compares face-to-face cadaveric to virtual anatomy instruction and quantifies the utility of cadaver-based laboratory. Methods In 2019, Physician Assistant students completed traditional Clinical Anatomy I and Clinical Anatomy II courses with content delivered via face-to-face lectures, cadaveric-based anatomy laboratories, and case-based workshops. In 2020, students took a traditional Clinical Anatomy I course and a virtual Clinical Anatomy II course (hybrid curriculum). Virtual anatomy course content was delivered via Zoom-based lectures, anatomy laboratories using virtual 3D anatomical models and cadaveric dissection images, and Zoom case-based workshops. In Fall 2020, the traditional and hybrid cohorts were asked to complete surveys to evaluate the utility of the pedagogical approaches used during their respective courses. Examinations were compared to evaluate the impact of pedagogical approaches on learning. Results Students who experienced the virtual format scored significantly higher on the extremities examination and final grade (P = .006; P = .03) than did students with the traditional experience. Thirty-one hybrid (63% response rate) and 31 traditional students (62% response rate) completed their surveys. The traditional cohort agreed/strongly agreed their cadaver-based laboratory experience contributed to the development of their professionalism (82.1%). Most (71%) of the hybrid students agree/strongly agree that a cadaveric laboratory experience will lead to longer retention of anatomy and give them an appreciation of anatomical variation (93.1%), but 68% also felt some structures visualized with virtual tools would not be possible in a cadaver. Discussion Cadaver-based laboratories play an important role and are valued by students for anatomy learning, professional development, and understanding anatomical variation. Our data indicate that adding virtual components to cadaver-based laboratories offers a synergistic learning experience.