Bridging Technology and Tradition: Student Outcomes with Virtual Dissection Table versus Cadaveric Dissection in Neuroanatomy Learning.

BACKGROUND: The virtual dissection table (VDT) was developed to support or replace cadaver dissection (CDS) in anatomy education, driven by advancements in digital education. Neuroanatomy is a challenging subject for learners due to its spatial complexity. This study investigates the effectiveness of VDT and CDS in facilitating medical students' understanding of the brain's structure. MATERIALS AND METHODS: Fifty medical students were randomly put into each of the two groups. Group A used the VDT (Anatomage table) for their neuroanatomy lessons, and Group B was given traditional cadaveric dissection instruction. All students attended the same educational talks. Both before and after treatment, assessments included multiple-choice questions (MCQs) and tasks that required identifying objects in images. Students answered questions on a five-point Likert scale. RESULTS: The scores on the posttest improved a lot in both groups. Group A (VDT) went from 48.2 ± 6.1 to 74.5 ± 5.3, and Group B (CD) changed from 46.9 ± 7.4 to 71.3 ± 6.8. The VDT group performed better in the posttest (P < 0.05) than the other group. More than 86% of those who use AVDT said they understood spatial concepts better, but 92% of the cadaveric users highlighted the usefulness of touching tissue. Students in the AVDT group gave slightly higher feedback than those in the CD group (mean Likert score of 4.3 for AVDT and 4.0 for CD). CONCLUSION: While both methods were useful for learning neuroanatomy, the VDT (Anatomage table) provided a better spatial picture and engagement. Neuroanatomy results can be improved by combining new and traditional teaching methods.