Comparative Study of Traditional and Virtual Methods in Teaching Anatomy to Students

Background: Human anatomy is a fundamental course in medical sciences education, and mastering it is crucial. Traditionally, anatomy is taught using cadavers, models, and lectures. Anatomical knowledge is vital for accurate disease diagnosis; therefore, employing modern technologies to enhance teaching and learning can be highly beneficial.Methods: This developmental study used census sampling among first-semester General Anatomy students. Posterior forearm muscles were taught using both a virtual dissection table and anatomical models, while anterior muscles were taught using models only. Theoretical knowledge was assessed with a written test, and practical skills through an objective structured practical examination (OSPE). Outcomes from each teaching method were then compared.Results: The study demonstrated that combining the virtual dissection table with anatomical models significantly improved student scores. Most students preferred using ۳D anatomy tools in addition to traditional models for learning anatomy, as they enhance active learning.Conclusion: The use of a virtual dissection table can help students understand anatomy more effectively, resulting in improved exam performance. Moreover, this tool can make the curriculum more engaging and valuable. It also contributes to improving radiological knowledge and deepening the learning experience.Background: Human anatomy is a fundamental course in medical sciences education, and mastering it is crucial. Traditionally, anatomy is taught using cadavers, models, and lectures. Anatomical knowledge is vital for accurate disease diagnosis; therefore, employing modern technologies to enhance teaching and learning can be highly beneficial. Methods: This developmental study used census sampling among first-semester General Anatomy students. Posterior forearm muscles were taught using both a virtual dissection table and anatomical models, while anterior muscles were taught using models only. Theoretical knowledge was assessed with a written test, and practical skills through an objective structured practical examination (OSPE). Outcomes from each teaching method were then compared. Results: The study demonstrated that combining the virtual dissection table with anatomical models significantly improved student scores. Most students preferred using ۳D anatomy tools in addition to traditional models for learning anatomy, as they enhance active learning. Conclusion: The use of a virtual dissection table can help students understand anatomy more effectively, resulting in improved exam performance. Moreover, this tool can make the curriculum more engaging and valuable. It also contributes to improving radiological knowledge and deepening the learning experience.

کلیدواژه ها:

Virtual dissection table ، Educational model ، Anatomical model