COMPUTER BASED LEARNING MODALITIES IN ANATOMY DISSECTION

Abstract

Address for Correspondence: Dr. Krupa SailajaTadepalli, Associate Professor, Department Of Anatomy, Maheshwara Medical College & Hospital, Chitkul (V), Near Isnapur X Roads,Patancheru, Telangana. 502307, India. Mobile No: 9703924748 E-Mail:[email protected] Background: Cadaveric dissection has been used for centuries for teaching gross anatomy all over the world. It has been considered as a necessity to learn gross anatomy and helps the medical students in understanding the three-dimensional relationship of different anatomical structures and variations. But the paucity of cadavers and high financial cost has considerably contributed to the development of alternative teaching techniques. Advancement in web-based medical technology leads to the development of virtual dissection programs. These programs have been found to be an effective way to teach anatomy and are being preferred over cadaveric dissection. Is cadaveric dissection simply a rite of passage or is it a necessity? The aim of our study was to determine whether cadaveric dissection is a necessity in medical education, and if it can be replaced by newer alternative techniques like computer based dissection procedure. Materials and Methods: A batch of 150, 1st MBBS students of Malla Reddy Institute of Medical Sciences, Hyderabad were studied by dividing them into 2 groups of 75 each after subjecting them to Conventional based Learning (CNVL) of dissection versus Computer Based Learning (CBL). A questionnaire was given to both the students and the faculty. Based on the response to the questionnaire statistical analysis was done. Results: The present study indicated that the Computer Based Learning in dissection (CBL) method was found to be more effective method for teaching anatomy by 79% of the students and 84% of faculty doctors. The value r=0.89 shows the pre & post score has correlated positively and has an effect of study. (Paired Two Sample t-test: p=3.24E-29<0.05). As well the results were found to be increased with the pre (35%) to post test (65%) and p<0.05 implies the effect. Conclusion: The three dimensional (3D) modeling of anatomical structures in the human body was presented in detailed step by step cadaveric dissections. It also provided detailed human anatomical training for students, where there is a lack of cadaver facility and where there are more students to cadaver ratio. Thus, the multimedia equipped interactive anatomical laboratory software enhance both memorization and visual learning skills of the medical students.