Do virtual dissection tables add benefit to cadaver-based anatomy education? An evaluation [Les tables de dissection virtuelles ajoutent-elles des avantages à l’éducation à l'anatomie basée sur le cadavre? une évaluation]

Abstract

Purpose: The anatomy education literature suggests blended-learning approaches as more effective. We performed a literature review to answer the question if virtual dissection tables can play a significant role as supplements to traditional cadaver-based anatomy education methods. Methods: PubMed, SCOPUS, ERIC and Cochrane databases were searched for articles with purpose to explore the outcomes of the use of virtual dissection tables in conjunction with cadaver-based anatomy education. Results: Six articles were included. Three articles were comparative and comprised evaluation of participants’ anatomy examinations results. Three articles were non-comparative and comprised only evaluation of participants’ opinions about the educational intervention. In all studies, the participants expressed satisfaction about the educational value of this intervention, while the data about anatomy examinations’ results suggest that virtual dissection tables may also enhance students’ academic performance, when they are used in conjunction with cadavers. Conclusion: Virtual dissection tables seem to do have a role in modern blended-learning anatomy curricula and could essentially supplement the educational power of cadaver-based methods. Our findings may stimulate further implementation of virtual dissection tables as supplementary tools to cadaver-based anatomy education. © 2022 Elsevier Masson SAS