BACKGROUND BACKGROUND: As medical and allied health curricula adapt to increasing time constraints, ethical considerations, and resource limitations, digital innovations are becoming vital supplements to cadaver-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. OBJECTIVE OBJECTIVE: This project addresses that gap by introducing an integrated, curriculum-aligned platform for self-guided anatomy learning. METHODS METHODS: We created Anatomy Interactives, a web-based laboratory manual structured to complement cadaveric prosection labs for MD, DPT, and PA students. Modules were developed using iSpring Suite 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 post-course surveys evaluating module use and perceived impact. MD student exam scores from a 2023 cohort (no module access) were compared to a 2024 cohort (with access) to evaluate effectiveness. RESULTS RESULTS: A total of 147 students completed the survey (31 PA/DPT and 116 MD). The majority reported using modules 1–2 hours per week and found them helpful for both written and laboratory exams. MD students in the 2024 cohort performed better on all three exams compared to the 2023 cohort, with two exam mean differences reaching statistical significance (P CONCLUSIONS CONCLUSION: Interactive modules integrated with prosection labs enhanced learner engagement and performance. This hybrid digital-cadaveric model shows promise for scalable, learner-centered gross anatomy education.
Platt et al. (Mon,) studied this question.