(780.5) Digital Dissection with CT Scans Enhances Anatomy Education: First-year Medical Students’ Perception of Radiology Teaching During the Covid-19 Pandemic

Poster Board Number: C41
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

Rebecca Spouge (University of British Columbia), Bruce Forster (University of British Columbia), Olivia Tsai (University of British Columbia), Joana Gil-Mohapel (University of British Columbia), Kathryn Darras (University of British Columbia)

Objective: The aim of this study was to evaluate students’ perceptions of the educational value of online, interactive anatomy radiology laboratories.

HYPOTHESIS: Digital dissection is performed with computed tomography (CT) scans on near life-size anatomy visualization tables and has been used to teach radiology anatomy at our institution. These sessions were pivoted to online delivery in response to COVID-19. With the ongoing movement towards technology integration in medical education, if home access to these online laboratories is made available then we hypothesize the perceived learning experience should be preserved.

Methods: 290 first-year medical students participated in 10 weekly digital radiology anatomy laboratories, which employed 3D CT scans to emphasize the clinical applications of anatomy. Students reviewed the cases at home prior to the lab on a mobile platform and labs were delivered synchronously via the Zoom platform in a facilitated large-group format. After the course, a voluntary anonymous online survey was distributed assessing learner satisfaction, task value, emotional achievement, and cognitive load. 

Results: Survey response rate was 44%. Most participants reported the labs improved their knowledge of anatomy (82%), disease (81%) and clinical decision making (65%), including surgical knowledge (76%). The large group, synchronous learning format was found to be the most effective (68%). Positive emotional achievement was reported (mean 2.98). The extraneous cognitive load of the at-home mobile technology and lack of time were perceived as the greatest programmatic challenges.

Conclusion:   Synchronous digital dissection labs were perceived as a valuable addition to the first-year medical curriculum, enhancing learners’ clinical decision making and preparation for medical sub-specialties. This format of radiology anatomy education can be integrated into blended learning environments to provide students with additional learning opportunities.



Figure 1: Mean task values and emotional achievement outcomes following first year combined anatomy radiology laboratories.