Bridging Technology and Tradition: Student Outcomes with Virtual Dissection Table versus Cadaveric Dissection in Neuroanatomy Learning.

Background: The virtual dissection table (VDT) was developed to support or replace cadaver dissection (CDS) in anatomy education, driven by advancements in digital education. Neuroanatomy is a challenging subject for learners due to its spatial complexity. This study investigates the effectiveness of VDT and CDS in facilitating medical students' understanding of the brain's structure. Materials and Methods: Fifty medical students were randomly put into each of the two groups. Group A used the VDT (Anatomage table) for their neuroanatomy lessons, and Group B was given traditional cadaveric dissection instruction. All students attended the same educational talks. Both before and after treatment, assessments included multiple-choice questions (MCQs) and tasks that required identifying objects in images. Students answered questions on a five-point Likert scale. Results: The scores on the posttest improved a lot in both groups. Group A (VDT) went from 48.2 ± 6.1 to 74.5 ± 5.3, and Group B (CD) changed from 46.9 ± 7.4 to 71.3 ± 6.8. The VDT group performed better in the posttest ( Conclusion: While both methods were useful for learning neuroanatomy, the VDT (Anatomage table) provided a better spatial picture and engagement. Neuroanatomy results can be improved by combining new and traditional teaching methods.