Student Learning Outcomes and Retention of the Cardiovascular System in Cadaver‐Based and Computer‐Based Anatomy Courses: A Comparative Study

Abstract

Human cadavers are used in universities and medical schools across the United States for the purpose of learning the human body's intricate systems. These cadavers provide students with tangible, concrete specimens that reinforce concepts covered in lecture. However many anatomy programs have begun to shift toward computer‐based lessons that use software to render images of the human body; this method is not only inexpensive, but convenient for departments. This study attempts to observe any differences in initial learning outcomes and the retention of material between cadaver‐based and computer‐based undergraduate anatomy courses learning the cardiovascular system. Both the cadaver‐based (CAD) course and the computer‐based (COMP) course completed their respective lessons on the cardiovascular system. The following week, a voluntary quiz was given to each course consisting of fifteen questions assessing students' knowledge of cardiovascular anatomy and blood circulation. Three weeks later, a follow‐up quiz will be given to the same students that is similar to the first quiz. Statistical analyses will be done to determine if significant group differences were present at either of the two time points.