ArticleThe Journal of chiropractic education2018
Analysis of immediate student outcomes following a change in gross anatomy laboratory teaching methodology.
Article in The Journal of chiropractic education, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers, 1 of them a synthesis that pooled it.
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Who cites it
12 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Dissection in the 21BMC medical education · 2025Pooled it
- The Anatomage table in medical education: perceptions and associated factors among students in Rwanda.BMC medical education · 2026Article
- Integrating anatomy learning: A comparative study of anatomical digital resource and flipped model with sectra.PloS one · 2026Article
- Master students' perception and attitude on methods of anatomy teaching and assessment, Khartoum, Sudan 2014-2020.BMC medical education · 2025Article
- Review
- Use of the Anatomage Virtual Table in Medical Education and as a Diagnostic Tool: An Integrative Review.Cureus · 2023Review
- Utility of the Anatomage Virtual Dissection Table in Creating Clinical Anatomy and Radiology Learning Modules.Advances in medical education and practice · 2023Article
- Flipped anatomy classroom integrating multimodal digital resources shows positive influence upon students' experience and learning performance.Anatomical sciences education · 2022Article
- Anatomical self-efficacy of undergraduate students improves during a fully online biology course with at-home dissections.Advances in physiology education · 2022Article
- Medical Students' Feedback of Applying the Virtual Dissection Table (Anatomage) in Learning Anatomy: A Cross-sectional Descriptive Study.Advances in medical education and practice · 2021Article
- Letters to the Editor.The Journal of chiropractic education · 2018Article
- Anatomage - the virtual dissection tool and its uses: A narrative review.Journal of postgraduate medicineReview
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objective: To compare student performance following a change in laboratory teaching methodology from cadavers to models to virtual dissection table in a musculoskeletal gross anatomy course in a doctor of chiropractic program.
methods: Three marking periods of laboratory and lecture examination scores from 3 consecutive academic calendar years were evaluated and compared using simple analysis as well as analysis of variance and post hoc t tests. The 1st cohort of students ( n = 352) utilized cadavers. The 2nd cohort of students ( n = 350) had anatomical models as their primary gross laboratory modality. The 3rd cohort of students ( n = 393) utilized virtual dissection tables.
results: The midterm and final laboratory examination scores were evaluated and showed successive increase in aggregate averages between cohort 1 (mean = 76.1%), cohort 2 (mean = 81.4%), and cohort 3 (mean = 85.1%). Lecture examination scores remained consistent between the cohorts at 61.2%, 62.4%, and 61.1%, respectively. Significant improvements were seen in lab exam scores between cohorts ( F [2, 2113] = 58.6, p < .001), and no significant differences were seen in lecture exam scores.
conclusion: Students utilizing virtual dissection tables scored higher on laboratory examinations than students having models or cadavers. However, they displayed a similar testing competency in lecture examinations, suggesting a possible change in laboratory examination difficulty between the cohorts but a similar knowledge base. Further studies are warranted to evaluate the long-term retention of student knowledge.
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