While digital tools helped transition many aspects of medical curriculum for virtual learning, there are some that are innately harder to teach virtually – one of them being anatomy. Faculty in anatomy were tasked with replicating hands-on dissection labs in a remote, online environment where students couldn’t explore cadavers on their own.
Dr. Wojciech Pawlina, Professor of Anatomy and Medical Education, Department of Clinical Anatomy, Mayo Clinic, Rochester, MN, and Editor-in-Chief of Anatomical Sciences Education, shared in a recent Wolters Kluwer webinar series how the Mayo Clinic transitioned its anatomy curriculum to hybrid remote instruction during the pandemic and how this is shaping the program’s future.
Since the pandemic, we have also seen the rapid development of Artificial intelligence (AI) and how it's revolutionizing anatomy education through advanced technologies like virtual reality, augmented reality, machine learning, and AI-driven assessment tools. As the article Artificial Intelligence in Anatomy Teaching and Learning: A Literature Review published in the National Journal of Clinical Anatomy explains that there are four changes that are transforming digital anatomy instruction:
1. Digital gross anatomy labs
During the pandemic, Dr. Pawlina and her colleagues transformed the anatomy lab into a studio for staging a live dissection feed. A faculty member would present prosection material directly from the lab on a live feed so that students could ask questions in real time, such as to show part of the cadaver again or to show it from a different angle. Another change involved new virtual reality gross anatomy labs. One example is the one provided by BioDigital® XR, in which learners using a VR headset can collaborate on anatomical dissections without the cost and overhead associated with the use of real cadavers.
2. Mix of synchronous and asynchronous learning
Dr. Pawlina and his colleagues at the Mayo Clinic focused on including synchronous team-based learning in the remote curriculum. In these sessions, the faculty emphasized the concepts first and necessary details, then directed students to additional resources for self-directed, asynchronous learning. Another example of this mix of synchronous and asynchronous learning is also supported by virtual solutions that can be used in hybrid and virtual learning settings, allowing for flexible and adaptable teaching methods, such as the Lippincott digital anatomy results that offer self-directed learning resources, videos, interactive 3D visualization, assignments, and performance tracking. These solutions include textbooks, dissection lab aids, VR learning tools, and video collections.
3. Emphasis on developing non-technical skills
When designing the remote anatomy curriculum, Dr. Pawlina and his colleagues wanted to maintain the development of non-traditional discipline-independent skills (NTDIS), or non-technical skills, including teamwork, professionalism and communication. Students completed an online module that introduced the concepts of NTDIS and explained the importance of non-technical skills for clinical practice. They also created smaller student groups to work on teamwork and communication skills. To assess students’ critical thinking and teamwork skills, Mayo Clinic implemented peer-assessments evaluating students on leadership and management, teamwork and cooperation, problem solving and decision making, and situational awareness. Students also wrote personal reflections and completed self-evaluations.
4. The advance of artificial intelligence in anatomy learning
The National Journal of Clinical Anatomy study highlights how AI adoption in anatomy education has led to innovative solutions and resources that enhance the learning process. By integrating new techniques, AI can improve education, teaching, and assessment in anatomy, increasing student knowledge and engagement through interactive lessons. The latest technologies include adaptive learning platforms, virtual and augmented reality, generative AI, 3D visualization platforms, chatbots and virtual assistants, AI-drive assessment, feedback tools, and more. AI is revolutionizing medical anatomy learning. With more research and collaboration among faculty members, it is possible to accelerate adoption with appropriate training and investment.
Insights for the future of anatomy instruction
One of Dr. Pawlina's key takeaways from the remote anatomy instruction program was that students asked more questions during the remote sessions than in-person lectures before the pandemic. Finding these new ways to communicate with students is essential to ensure that those who need more help and guidance can get it. Another takeaway is that students prefer a mix of synchronous and asynchronous learning, with interactive, team-based sessions, access to recorded lectures, and additional resources for studying on their own.
