Utilization of Virtual 3D Anatomy Platforms with Prosected Deceased Donations in the Teaching of Female Pelvic Floor Anatomy

Abstract

IntroductionMedical school training is often thought of in two segments: preclinical and clinical years. The preclinical years provide knowledge of normal anatomy and physiology while clinical rotations allow students to see pathology in action. Anatomy is universal to preclinical education for future doctors, and it has traditionally been taught through in‐person labs working with deceased donations. As students advance through their training, they face the challenge of making connections between the knowledge from their early clinical years and clinical applications they see in the patients they treat while in training. The COVID‐19 pandemic made this even more challenging as institutions had to maintain safety with social distancing and limit in‐person anatomy laboratory experiences while increasing the use of virtual resources such as virtual 3D anatomy platforms.HypothesisIn first year medical students, the utilization of 3D Anatomy platforms with prosected deceased donations enhances comprehension of female pelvic floor anatomy and pathology compared to using prosected deceased donations alone.Materials and MethodsFirst‐year medical students in the HWCOM Class of 2025 participated. Groups of 6‐10 students rotated through four 25‐minute stations. One station was led by fourth‐year medical student teaching assistants using prosected deceased donations and virtual 3D anatomy platform. The teaching assistants used the first ten minutes of the station to teach specific topics in female pelvic floor anatomy using a prosected deceased donation. In the next ten minutes they used virtual 3D anatomy models to further demonstrate the anatomy and pathology taught using the deceased donation. In the last five minutes of the station, students completed a five question end‐of‐course survey (Appendix 1) including pre‐test and post‐test questions on female pelvic anatomy and how likely students were to recommend virtual anatomy platforms to other students using a 5‐point Likert Scale.Results137 students answered the first three of five questions on the survey. There was improvement on the majority of post‐tests responses relative to the pre‐test. 62.6% of 125 student respondents agreed (34.96%) and strongly agreed (27.64%) that the virtual 3D Complete Anatomy platform was helpful to their understanding of female pelvic anatomy and pathology. 87.2% of 125 student respondents were said they were likely (25.60%) and very likely (61.60%) to recommend virtual 3D Complete Anatomy platform to other medical students.ConclusionsThe data show that the use of virtual 3D anatomy platforms to supplement prosected deceased donations might enhance students’ knowledge of female pelvic floor anatomy and pathology The majority of students were in favor of using the virtual platform and recommending its use to others medical students for their anatomy learning experience.Significance/ ImplicationThe utilization of virtual 3D anatomy platforms in preclinical courses for medical students will strengthen the quality of anatomy medical education. These strategies will become part of our institution’s curriculum for first‐year students and also for students to utilize throughout the remainder of their clinical training.