Virtual Dissection: Using Active Learning with the Anatomage Table to Enhance Student Learning

BACKGROUND For centuries, active learning of anatomy has involved dissection of human cadavers, but access to this experience is limited, especially for undergraduate students. Today, new technology enables students to conduct virtual dissections on life‐size digital representations of the human body, and to create and label their own images of anatomical structures. We incorporated a virtual dissection experience using the Anatomage Table (Anatomage, Inc) into an undergraduate musculoskeletal anatomy course to: (1) assess student interest in virtual dissection by documenting usage, (2) evaluate the effectiveness of user guides by reviewing student comments on ease of use, and (3) understand the self‐perceived value of virtual dissections on student learning by examining their reflections on their experience. METHODS The Anatomage Table was installed in a public area of the University of Michigan Health Sciences Library. Librarians created online user tutorials and a user reservation system for the Anatomage Table. Faculty in the School of Kinesiology created an assignment that incorporated the Anatomage Table as one of several options. The goal of the assignment was to to help students learn anatomical orientation by actively manipulating the digital representation of the human body. Using their fingers, students rotated the virtual body, “cut” sections and then labeled the sections with appropriate anatomical orientation terms. Students were also required to comment on their user experience and on how using the Anatomage Table did or did not contribute to their learning. The study was granted exempt status by the IRB. RESULTS Undergraduate students were interested in using the Anatomage Table, with 67% of students (n=122) selecting the Anatomage Table option. The online tutorials and reservations were effective and enabled the students to interact with the Anatomage Table relatively easily, with very few students reporting difficulties. Student comments were overwhelmingly positive, e.g., “I really liked using the table and manipulating the life‐sized images really cemented by understanding of anatomical orientation.” Students reported that they enjoyed the experience, e.g., “It was also really fun to play around with the different cuts and see all of the anatomy.” The Anatomage Table enabled active learning, e.g., “By making the cuts physically it helped to reinforce the ideas of which plane is where” and “By being able to rotate and spin the body it helped me understand how helpful terms such as superficial and deep become when describing the body.” Finally, using the Anatomage Table seemed to help students visualize anatomy, e.g. “Using the table helped me create a better image of the body inside my head.” CONCLUSIONS Partnering with librarians greatly reduced the burden on faculty when introducing new technology into a large required course and enhanced the experience of students when adopting the new technology. Student comments about the Anatomage Table suggested that besides being an enjoyable experience, active engagement with digital human anatomy by performing virtual dissections may enhance students' learning, particularly with regards to visualizing anatomical relationships. In the future, it would be useful to assess the effect of active learning using virtual dissections on student learning in undergraduate anatomy courses. Support or Funding Information This work was supported by a University of Michigan Transforming Learning for a Third Century Discovery Grant with additional support provided by the School of Kinesiology and the School of Dentistry.