Cadaver-specific CT scans visualized at the dissection table combined with virtual dissection tables improve learning performance in general gross anatomy

Objectives The purpose of this study was to quantify the benefit of the incorporation of radiologic anatomy (RA), in terms of student training in RA seminars, cadaver CT scans and life-size virtual dissection tables on the learning success in general anatomy. Methods Three groups of a total of 238 s...

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Bibliographic Details
Published in:European radiology 2017-05, Vol.27 (5), p.2153-2160
Main Authors: Paech, Daniel, Giesel, Frederik L., Unterhinninghofen, Roland, Schlemmer, Heinz-Peter, Kuner, Thomas, Doll, Sara
Format: Article
Language:English
Subjects:
Anatomy - education
Anniversaries
Biology
Cadaver
Cadavers
Computer-Assisted Instruction - methods
Curricula
Curriculum
Diagnostic Radiology
Dissection
Dissection - education
Dissection - methods
Education
Education, Medical, Undergraduate - methods
Educational Measurement - methods
Female
Humans
Imaging
Internal Medicine
Interventional Radiology
Learning
Medical imaging
Medical students
Medicine
Medicine & Public Health
Neuroradiology
Qualitative Research
Radiological Education
Radiology
Radiology - education
Seminars
Students, Medical
Success
Teaching
Tomography, X-Ray Computed - methods
Ultrasound
Visualization
Work stations
Young Adult
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Summary:Objectives The purpose of this study was to quantify the benefit of the incorporation of radiologic anatomy (RA), in terms of student training in RA seminars, cadaver CT scans and life-size virtual dissection tables on the learning success in general anatomy. Methods Three groups of a total of 238 students were compared in a multiple choice general anatomy exam during first-year gross anatomy: (1) a group (year 2015, n 1  = 50) that received training in radiologic image interpretation (RA seminar) and additional access to cadaver CT scans (CT + seminar group); (2) a group (2011, n 2  = 90) that was trained in the RA seminar only (RA seminar group); (3) a group (2011, n 3  = 98) without any radiologic image interpretation training (conventional anatomy group). Furthermore, the students’ perception of the new curriculum was assessed qualitatively through a survey. Results The average test score of the CT + seminar group (21.8 ± 5.0) was significantly higher when compared to both the RA seminar group (18.3 ± 5.0) and the conventional anatomy group (17.1 ± 4.7) ( p  
ISSN:0938-7994
1432-1084
DOI:10.1007/s00330-016-4554-5