Accepted for/Published in: JMIR Medical Education
Date Submitted: Sep 29, 2025
Date Accepted: Dec 8, 2025
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Interactive, Image-Based Modules as a Complement to Prosection-Based Anatomy Laboratories: A Multicohort Evaluation
ABSTRACT
Background:
BACKGROUND: As medical and allied health curricula adapt to increasing time constraints, ethical considerations, and resource limitations, digital innovations are becoming vital supplements to cadaver-based anatomy instruction. While prior studies have examined the effectiveness of prosection versus dissection and the role of digital tools in anatomy learning, few resources align interactive digital modules directly with hands-on prosection experiences.
Objective:
OBJECTIVE: This project addresses that gap by introducing an integrated, curriculum-aligned platform for self-guided anatomy learning.
Methods:
METHODS: We created Anatomy Interactives, a web-based laboratory manual structured to complement cadaveric prosection labs for MD, DPT, and PA students. Modules were developed using iSpring Suite and included interactive labeled images, donor photographs, and quiz-style self-assessments. Learners engaged with modules before, during, or after laboratory sessions. PA/DPT and MD students completed post-course surveys evaluating module use and perceived impact. MD student exam scores from a 2023 cohort (no module access) were compared to a 2024 cohort (with access) to evaluate effectiveness.
Results:
RESULTS: A total of 147 students completed the survey (31 PA/DPT and 116 MD). The majority reported using modules 1–2 hours per week and found them helpful for both written and laboratory exams. MD students in the 2024 cohort performed better on all three exams compared to the 2023 cohort, with two exam mean differences reaching statistical significance (P<.05, t-test). Qualitative feedback highlighted accessibility, content reinforcement, and user engagement as key benefits.
Conclusions:
CONCLUSION: Interactive modules integrated with prosection labs enhanced learner engagement and performance. This hybrid digital-cadaveric model shows promise for scalable, learner-centered gross anatomy education.
Citation
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Copyright
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