Incorporating Cadaveric-based Computer Assisted Learning Resources in Human Anatomy Education: Influence on Students’ Learning Outcomes, Emotional State, and Procedural Skills.

Abstract

Human anatomy is a foundational subject for most health-related professions, traditionally taught through didactic lectures accompanied by cadaveric-based laboratories. The substantial costs and time associated with a dissection-based program, curricular reforms, and technological advances have led to an increased interest in developing and evaluating new teaching resources that complement this centuries-old science. However, most of these resources have been lengthy and designed for students in medical programs. Consequently, through our advanced imaging and processing techniques, we have created short, yet informative, high-quality cadaveric-based audiovisuals. Three separate studies were carried out where these audiovisuals were packaged, deployed, and evaluated for their efficacy before, within, and outside of the laboratory. Our first study investigated the impact of a short cadaveric-based introductory film on pre-laboratory anxiety. We found that non-medical undergraduate students experience a heightened anxiety state prior to their first cadaveric laboratory, with females self-reporting higher anxiety scores than males, and our short cadaveric-based introductory film is an effective tool of introducing and preparing students for their first cadaveric laboratory, thereby reducing this anticipatory anxiety. Our second study investigated the impact of a computer-assisted learning resource that demonstrated anatomical concepts, laboratory tasks, as well as dissection procedures and techniques, on students' subjective course experiences, approaches to learning, and academic performance. Although resource use did not correlate with changes in students' learning approaches or academic performance, students expressed higher levels of satisfaction with their course experiences, and together with the teaching assistants, expressed the importance of using the resource in the laboratory to facilitate task efficiency. Our third study investigated the impact of cadaveric-based airway management instructional videos in a respiratory therapy program. We observed improvements in students' fundamental knowledge of airway anatomy and their procedural technique scores. In their evaluation of the resource, students indicated that it was useful in connecting theory to practice by recognizing the importance of relevant anatomical landmarks and their application to clinical procedures. Our research demonstrates the utility of cadaveric-based computer-assisted learning resources as a supplemental modality in human anatomy education and suggests the implementation of these resources is just as important as their design.