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Enhancing Anatomical Instruction: Impact of a Virtual Canine Anatomy Program on Student Outcomes.

Author information

Affiliations

  • 1. Virtual Veterinary Educational Tools, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, Colorado.
      Authors
    • Linton A 1, 2
    • Garrett AC 1, 2
    • Jones JD 1
    • Delcambre JJ 1, 2
    • Magee C 1, 2
    (5 authors)
  • 2. Department of Biomedical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, Colorado.
      Authors
    • Linton A 1, 2
    • Garrett AC 1, 2
    • Ivie KR Jr 2
    • Martin JF 2
    • Delcambre JJ 1, 2
    • Magee C 1, 2
    (6 authors)

ORCIDs linked to this article

Anatomical Sciences Education, 05 May 2021, 15(2):330-340
https://doi.org/10.1002/ase.2087 PMID: 33838080 

Abstract 

Innovative reforms in medical education will require instructional tools to support these changes and to give students more flexibility in where and how they learn. At Colorado State University, the software program Virtual Canine Anatomy (VCA) was developed to assist student learning both inside and outside the anatomical laboratory. The program includes interactive anatomical photographs of dissected canine cadavers, dissection instructions with accompanying videos and diagrams, radiographs, and three-dimensional models. There is a need to evaluate the effectiveness of instructional tools like VCA so that decisions on pedagogical delivery can be evidence-based. To measure the impact of VCA on student outcomes in a dissection laboratory, this study compared student attitudes, quiz scores, dissection quality and accuracy, and instructor reliance between students with and without access to VCA. Students with VCA needed less time with teaching assistants (P < 0.01), asked teaching assistants fewer questions (P = 0.04), felt that the dissection was easier (P = 0.02), and were in stronger agreement that they had access to adequate resources (P = 0.02). No differences were found in the dissection quality or accuracy, quiz scores, or attitudes regarding overall enjoyment of the activity between the two groups. This study shows that VCA increases student independence and can be used to enhance anatomical instruction.

Full text links 

Read article at publisher's site: https://doi.org/10.1002/ase.2087

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