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Virtual Dissection: an Educational Technology to Enrich Medical Students' Learning Environment in Gastrointestinal Anatomy Course

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Abstract

Background

Virtual dissection provides a digital experience of medical images to visualize anatomy on touchscreen tables. This study aimed to integrate the virtual dissection table (VDT) into the gastrointestinal anatomy course and assess medical students’ intended learning outcomes and satisfaction with this educational technology.

Methods

This quasi-experimental study enrolled second-year undergraduate medical students who studied anatomical sciences in the autumn semester of 2021–2022 at a single medical school. In the intervention and control groups, the participants were randomized to study anatomy by VDT or topographical anatomy textbooks. The knowledge tests evaluated the students’ learning outcomes of gastrointestinal anatomy, and following the course, students completed a satisfaction survey.

Results

The findings indicated that a significant gain occurred, and instructional intervention during which the learning environment was enriched with virtual dissection could enhance the students’ learning (F = 13.33, df = 2, P < 0.01, partial η2 = 0.20) and satisfaction (T = 6.10, df = 54, P < 0.01, Cohen’s d = 1.63, CI95% = 1.02–2.23).

Conclusions

This study demonstrates the potential for virtual dissection to augment anatomical science education. Further research is required to consider the contributing features and apply this educational technology to enhance students’ anatomy learning.

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Availability of Data and Materials

The datasets used and/or analyzed during the current study are available from the corresponding author upon reasonable request.

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Acknowledgements

This article is an excerpt from the Master’s Thesis on Educational Technology in Medical Sciences. We thank Mashhad University of Medical Sciences for its funding and support. Moreover, we appreciate Tabriz University of Medical Sciences Medical Technology Complex. The authors are grateful to the medical students who contributed to this study.

Funding

This work was funded by the Mashhad University of Medical Sciences, Iran (Grant Number 991767).

Author information

Authors and Affiliations

  1. Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

    Ali Emadzadeh, Hasan EidiBaygi, Mehri Yavari & Haniye Mastour

  2. Department of Anatomy and Cell Biology, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

    Shabnam Mohammadi

  3. Endoscopic and Minimally Invasive Surgery Research Center, Mashhad University of Medical Sciences, Mashhad, Iran

    Mohammad Etezadpour

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  1. Ali Emadzadeh
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Contributions

Study concept and design: AE and HM; Data acquisition: HE, SM, and ME; Analysis and interpretation of data: HE; Drafting of the manuscript: HM, AE, SM, MY, and HE; Critical revision of the manuscript for important intellectual content: AE, and HM; Study supervision: AE.

Corresponding author

Correspondence to Haniye Mastour.

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Relevant Guidelines and Regulations

All methods and procedures were performed under the relevant guidelines and regulations of the School of Medicine, Mashhad University of Medical Sciences, Iran (approval date was 2021–12-15 with 991767 reference code).

Ethics Approval and Consent To Participate

All procedures were in line with the Research Ethics Committees of the School of Medicine, Mashhad University of Medical Sciences (approval date was 2021–11-30 with IR.MUMS.MEDICAL.REC.1400.607 approval ID), and all participants provided informed consent.

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Not applicable.

Conflict of Interest

The authors declare no conflict of interests.

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Emadzadeh, A., EidiBaygi, H., Mohammadi, S. et al. Virtual Dissection: an Educational Technology to Enrich Medical Students' Learning Environment in Gastrointestinal Anatomy Course. Med.Sci.Educ. 33, 1175–1182 (2023). https://doi.org/10.1007/s40670-023-01867-z

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