ArticleJMIR medical education2026
Interactive, Image-Based Modules as a Complement to Prosection-Based Anatomy Laboratories: Multicohort Evaluation.
Article in JMIR medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Quantitative evaluation of 3D-printed physiological visualization tools in enhancing interns' knowledge retention and application.Frontiers in medicine · 2026Article
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAs medical and allied health curricula adapt to increasing time constraints, ethical considerations, and resource limitations, digital innovations are becoming vital supplements to donor-based anatomy instruction. While prior studies have examined the effectiveness of prosection versus dissection and the role of digital tools in anatomy learning, few resources align interactive digital modules directly with hands-on prosection experiences.
objectiveThis project addresses that gap by introducing an integrated, curriculum-aligned platform for self-guided cadaveric learning.
methodsWe created Anatomy Interactives, a web-based laboratory manual structured to complement prosection laboratories for MD, DPT, and PA students. Modules were developed using iSpring Suite (iSpring Solutions Incorporated) and included interactive labeled images, donor photographs, and quiz-style self-assessments. Learners engaged with modules before, during, or after laboratory sessions. PA/DPT and MD students completed postcourse surveys evaluating module use and perceived impact. MD student examination scores from a 2023 cohort (no module access) were compared to a 2024 cohort (with access) to evaluate effectiveness.
resultsA total of 147 students completed the survey (31 PA/DPT and 116 MD). The majority reported using modules for 1-2 hours per week and found them helpful for both written and laboratory examinations. MD students in the 2024 cohort performed better on all 3 examinations compared to the 2023 cohort, with 2 examination median differences reaching statistical significance (Mann-Whitney U, P<.001). Qualitative feedback highlighted accessibility, content reinforcement, and user engagement as key benefits.
conclusionsInteractive modules integrated with prosection laboratories enhanced learner engagement and performance. This hybrid digital-donor model shows promise for scalable, learner-centered gross anatomy education.
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Registered trials
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