Student's perception of three-dimensional atlas interactive system beside traditional cadaveric dissection in learning human anatomy.

Purpose: As digital education is encroaching on the traditional method, it is important to get, the feedback of medical students. The current study has been proposed to investigate the perception of first-year MBBS students, regarding the use of 3D atlas for gross anatomy study as adjunct along with cadaveric dissection.
Methods: The feedback of 91 first-year MBBS students, regarding the incorporation of a 3D atlas in the dissection lab along with traditional cadaveric dissection was collected. A self-structured questionnaire, along with a consent form, was made available via Google forms and the responses were analysed.
Results: 97% of students agreed that the orientation and understanding of different anatomical structures improved for dissection with 3D atlas usage along with cadaveric dissection and enhanced peer discussion. The majority of students agreed that the usage of the 3D atlas created enthusiasm and motivation toward anatomy learning and encouraged them to participate actively in the lab. Some suggestions by the students like the free availability of the app for anywhere and anytime usage, lesser number of students for each batch, and the conduction of substage viva on a 3D atlas, etc. may be tailored as per institutional infrastructure.
Conclusions: The results of the study validate that the use of a 3D atlas along with dissection is an effective method of teaching anatomy. The current analysis will provide feedback for future decisions to incorporate 3D learning tools for gross anatomy in dissection labs. The authors believe that it is a useful tool that merits inclusion in anatomy.
Competing Interests: Declarations. Ethical approval: Institutional ethical Committee approval was taken (IEC approval letter no IEC/AIIMS/BTI/371). Consent to participate: The consent of participants was taken. Consent for publication: Not applicable. Competing interest: The authors declare no competing interests.
(© 2024. The Author(s), under exclusive licence to Springer-Verlag France SAS, part of Springer Nature.)