Learner Preference on the Teaching Modalities in Musculoskeletal Anatomy in the New Normal: A Cross-sectional Study Comparing Dissection Educational Videos and Self-directed Manual to Proctor-assisted Cadaver Dissection

Abstract

Background. The COVID-19 pandemic affected all medical education because of the suspension of face-to-face learning and stringent protocols. Various methods of teaching were introduced to augment anatomical learning.

Objective. As we enter the transition period and loosening of protocols for face-to-face learning, we want to know if these modes of teaching are still preferred and suitable or the traditional proctor-assisted dissection is preferable among first year medical students.

Methods. This descriptive cross-sectional study recruited first-year medical students currently enrolled at the University of the Philippines College of Medicine during the Department of Anatomy Learning Enhancement Program (LEAP) from June 13-17, 2022. One station caters to musculoskeletal anatomy. The musculoskeletal station is further divided into four mini stations: a prosected lower extremity cadaver with labels of must know anatomic structures for the proctor-assisted cadaver dissection; a prosected lower extremity with a self-directed manual for the students to follow; a large screen television for the dissection educational videos focusing on the shoulder girdle; and lastly, skeletons for osteology. Thirty minutes were allotted per sub-station in the musculoskeletal station of LEAP. After completing the station, the students were provided with evaluation forms and a 30-item survey to determine the preferred teaching modality in musculoskeletal anatomy.

Results. A total of 145 students out of the 178 students participated and answered the survey and evaluation form. Ninety-nine percent of the students rated the proctor-assisted dissection station great and excellent (13% and 86% respectively) and that 86% of the students preferred proctor-assisted dissection among the teaching modalities. Additionally, 89% (46% strongly disagreed and 43% disagreed) and 83% (55% strongly disagreed and 28% disagreed) of the students disagreed that they prefer self-directed module or dissection educational videos over traditional dissection, respectively. Most
of the students also agreed that the inability of face-toface dissection will affect their medical education (35% agreed and 64% strongly agreed) and majority of them thinks that cadaver dissection is vital in their medical education and towards becoming a doctor (14% agreed, 86% strongly agreed). 

Conclusion. With the plethora of teaching modalities introduced during the pandemic, medical students still preferred the traditional proctor-assisted dissection. However, they see the value of the other teaching
modalities as an added armamentarium in enhancing anatomical knowledge.