Publication:

Exploring the effectiveness of CADAVIZ in enhancing learning outcomes in undergraduate medical students

Background Cadaver-based learning is fundamental to mastering human anatomy. However, accessing delicate, deep-seated regions such as the cerebellum is challenging. In this regard the virtual dissection table (VDT) is a useful supplement. This study investigates the effectiveness of CADAVIZ, a VDT, in enhancing anatomical understanding among undergraduate medical students.

Methods After obtaining ethical approval and informed consent, 250 participants attended a standardized lecture on cerebellar anatomy followed by a pre-test to assess their baseline knowledge. The participants were then randomly assigned to three Groups: Group A attended practical session with a cadaveric specimen of the human cerebellum, Group B participated in an interactive session on cerebellar anatomy using CADAVIZ, and Group C engaged in practical sessions with both a cadaveric specimen and CADAVIZ. Lastly, post-tests were conducted to assess knowledge retention after the respective practical sessions.

Results The mean pre-test score for Group A was 4.88±0.17 and the mean post-test score was 7.35±0.21, registering a mean percentage increase of 60.68±5.41%. Group B obtained a mean pre-test and post-test score of 4.73±0.19 and 7.75±0.15, respectively, reflecting a mean percentage increase of 78.92±5.27% (p=0.127). Group C, on the other hand, recorded a mean pre-test and post-test score of 3.99±0.13 and 6.96±0.16, respectively, yielding a mean percentage increase of 81.84±4.81% (p=0.005).

Conclusions As compared to Group A, the percentage increase in Group C was significantly (p=0.005) higher, indicating that the blended learning with both cadaveric specimen and CADAVIZ enhanced anatomical learning more than a practical session with cadaveric specimen alone.