(632.41) Effect of Live Dissection Versus Virtual Anatomy Lab on Student Learning in a Neuroanatomy Course

Poster Board Number: C55
Introduction: AAA has separate poster presentation times for odd and even posters.
Odd poster #s – 10:15 am – 11:15 am
Even poster #s – 11:15 am – 12:15 pm

Ian George (Rocky Vista University), Alexandra Koontz (Rocky Vista University), Connor Roggy (Rocky Vista University), Elizabeth Moffett (Rocky Vista University)

With the onset of the COVID-19 pandemic safety measures such as social distancing was implemented to protect against transmission of the virus. Student cadaveric dissection as part of a medical gross anatomy curriculum was one of the in-person experiences that Rocky Vista University moved to a virtual lab format in response. Live streamed prosection demonstrations over the Zoom platform allowed students to view relevant anatomy, ask for additional views, and have questions answered. Anatomy lab evaluations were also virtual through the ExamSoft platform consisting of static pictures of dissected cadavers. We looked at student performance in the Neurosensory I System, which covers the anatomy of the head, neck, and central nervous system. We saw a significant decrease in student performance on anatomy practical exams after learning via the virtual format, even after assessment changes to match were made. These results support previous research demonstrating the value of cadaveric dissection or prosection style gross anatomy labs. While a virtual lab was acceptable during a public health emergency, it is not ideal for proper education in the structure and function of the human body.