Purpose The new generation's learning habits demand reforms in the methods by which we teach anatomy. Medical imaging techniques such as CT may offer a solution to help the understanding of complex anatomic structures. Our objective was to assess the noninferiority of using radiologic images in teaching anatomy as opposed to prosections or lecture slides. Methods Seventy-three first-year medical students were assigned to three experimental groups taught using different approaches: lecture slides (LG), prosections (PG), or radiology images (RG). All three groups received a 2-hour presentation on cardiac anatomy. Three days after the lectures, the participants were subjected to a gross anatomic “pin test” followed by a written theoretical examination to evaluate their knowledge of cardiac anatomy. Results We found a significant difference between the three groups regarding their gross anatomic examination scores (LG: 8.1 ± 4.1, PG: 10.6 ± 3.3, RG: 8.5 ± 3.4, P =.03; Tukey's honest significant difference: P(LG−PG) =.04, P(PG−RG) =.08, P(LG−RG) =.94), whereas no significant difference was apparent regarding their written theoretical examination scores (LG: 16.6 ± 4.2, PG: 18.6 ± 3.5, RG: 18.3 ± 3.0, P =.13). Conclusions Concerning gross anatomic knowledge, groups taught using prosections or radiologic images showed no significant difference. Demonstrative materials do not seem to significantly affect the theoretical knowledge of the students. The use of medical imaging techniques could represent a valuable contribution toward teaching anatomy.
ASJC Scopus subject areas
- Radiology Nuclear Medicine and imaging