Virtual dissection table case studies for undergraduate neuroanatomy written assignments

Joshua Wang, Kate Beecher, Fatemeh Chehrehasa

https://doi.org/10.59390/JDOG5046

Neuroanatomy education benefits from cadaveric specimens, yet challenges with access, cost, and health concerns exist. Virtual Dissection Tables (VDTs) offer digital alternatives to traditional cadaveric learning. This article evaluates the pedagogical value of VDTs in undergraduate neuroanatomy education. While VDTs, primarily Anatomage, offer interactive 3D cadaveric images and customization options, research on their impact on neuroanatomy learning outcomes remains limited. Existing studies suggest comparable knowledge retention between VDTs and cadaveric learning, with varying effects on student satisfaction. However, investigations of non-exam-based neuroanatomy assessments are scarce. This study presents a case study using VDTs as the basis for a neuroscience assignment report, exploring its construction, and evaluating its strengths, and weaknesses through a student survey. Implemented in an advanced neuroscience course, the assignment involves analyzing 3D reconstructed MRI scans of neuropathological conditions displayed on the VDT. The task requires students to collate, analyze, and predict symptoms based on the pathology observed, aligning their findings with neuroscience literature. This innovative approach aims to enhance research and academic writing skills while expanding the use of VDTs beyond traditional assessment formats in neuroscience education. We found that the case-study format utilized benefited students’ neuroanatomy learning and application ability. However, further studies should be conducted to understand the effect of VDT use on learning outcomes in case study contexts.