Incorporating radiology into medical gross anatomy: Does the use of cadaver CT scans improve students' academic performance in anatomy?

Abstract

Radiological images show anatomical structures in multiple planes and may be effective for teaching anatomical spatial relationships, something that students often find difficult to master. This study tests the hypotheses that (1) the use of cadaveric computed tomography (CT) scans in the anatomy laboratory is positively associated with performance in the gross anatomy course and (2) dissection of the CT-scanned cadaver is positively associated with performance on this course. One hundred and seventy-nine first-year medical students enrolled in gross anatomy at Boston University School of Medicine were provided with CT scans of four cadavers, and students were given the opportunity to choose whether or not to use these images. The hypotheses were tested using logistic regression analysis adjusting for student demographic characteristics. Students who used the CT scans were more likely to score greater than 90% as an average practical examination score (odds ratio OR 3.6; 95% CI 1.4, 9.2), final course grade (OR 2.6; 95% CI 1.01, 6.8), and on spatial anatomy examination questions (OR 2.4; 95% CI 1.03, 5.6) than were students who did not use the CT scans. There were no differences in performance between students who dissected the scanned cadavers and those who dissected a different cadaver. These results demonstrate that the use of CT scans in medical gross anatomy is predictive of performance in the course and on questions requiring knowledge of anatomical spatial relationships, but it is not necessary to scan the actual cadaver dissected by each student.

Effect of visual–spatial ability on medical students' performance in a gross anatomy course

“…Subjects in this study included Boston University School of Medicine first-year medical students enrolled in the Medical Gross Anatomy course in Fall 2008 (Lufler et al, 2010) andFall 2009 (N 5 352). There were no exclusion criteria for this study.…”

Simulation techniques in the anatomy curriculum: review of literature

“…The last branch of modern anatomical curriculum is radiological anatomy using images based on cadavers. The leaders of this procedure claimed that radiological images show anatomical structures in multiple planes and may be effective in the teaching of anatomical spatial relationships, which happens to be the most difficult for students [30]. This tool not only enables the scanning of the whole body but also creates virtual patient imaging and develops interactive simulation programs for clinical practice [47].…”

Comparison of traditional methods with 3D computer models in the instruction of hepatobiliary anatomy

“…The increasing use of three-dimensional imaging modalities such as computed tomography (CT), magnetic resonance, and ultrasound elevates the importance of quality anatomical instruction and student retention (Miles, 2005). Highlighting the increasing role of imaging in medicine is the trend towards integrating radiology into first year medical student anatomical courses (Hisley et al, 2008;Trelease and Rosset, 2008;Lufler et al, 2010;Tam, 2010).…”