The additional role of virtual to traditional dissection in teaching anatomy: a randomised controlled trial.
Introduction: Anatomy has traditionally been taught via dissection and didactic lectures. The rising prevalence of informatics plays an increasingly important role in medical education. It is hypothesized that virtual dissection can express added value to the traditional one. Methods: Second-year me...
| Publicado en: | Surgical & Radiologic Anatomy Vol. 43; no. 4; pp. 469 - 480 |
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| Autores principales: | , , , , , , |
| Formato: | Journal Article |
| Publicado: |
Springer Nature
Apr2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=149650013&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 149650013 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09301038 O1L jtl: Surgical & Radiologic Anatomy issn: 09301038 maglogo: N pubinfo: dt: Apr2021 vid: 43 iid: 4 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 149650013 145918951 10.1007/s00276-020-02551-2 149650013 ppf: 469 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: The additional role of virtual to traditional dissection in teaching anatomy: a randomised controlled trial. aug: au: Boscolo-Berto, Rafael Tortorella, Cinzia Porzionato, Andrea Stecco, Carla Picardi, Edgardo Enrico Edoardo Macchi, Veronica De Caro, Raffaele affil: Department of Neurosciences, Institute of Human Anatomy, University of Padova, Via Gabelli 65, Padova, Italy sug: ab: Introduction: Anatomy has traditionally been taught via dissection and didactic lectures. The rising prevalence of informatics plays an increasingly important role in medical education. It is hypothesized that virtual dissection can express added value to the traditional one. Methods: Second-year medical students were randomised to study anatomical structures by virtual dissection (intervention) or textbooks (controls), according to the CONSORT guidelines. Subsequently, they applied to the corresponding gross dissection, with a final test on their anatomical knowledge. Univariate analysis and multivariable binary logistic regression were performed. Results: The rate of completed tests was 76.7%. Better overall test performance was detected for the group that applied to the virtual dissection (OR 3.75 with 95% CI 0.91–15.49; p = 0.06). A comparable performance between groups in basic anatomical knowledge (p 0.45 to 0.92) but not muscles and 2D-3D reporting of anatomical structures was found, for which the virtual dissection was of tendential benefit (p 0.08 to 0.13). Medical students who applied to the virtual dissection were over three times more likely to report a positive outcome at the post-dissection test than those who applied to textbooks of topographical anatomy. This would be of benefit with particular reference to the understanding of 2D–3D spatial relationships between anatomical structures. Conclusion: The combination of virtual to traditional gross dissection resulted in a significant improvement of second-year medical students' learning outcomes. It could be of help in maximizing the impact of practical dissection, overcoming the contraction of economic resources, and the shortage of available bodies. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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