Anatomical topic complexity and teaching method effectiveness: A parallel randomized controlled trial exploring patterns across body donor-based, virtual, and blended anatomy education
In brief
Donor-based anatomy teaching beat virtual lessons in two medical-student trials
Among first-year medical students, donor-based teaching led to higher test scores than virtual instruction for both the cubital fossa and knee; blended teaching also matched donor-based teaching for the knee. Students valued donor sessions for collaboration and feedback, while virtual lessons boosted interest. Only two regions and short-term learning were studied, so the pattern needs further testing.
- Journal
- Anatomical sciences education (Q1)
- Published
- 25 September 2026
- Study design
- Randomized controlled trial
- Evidence level
- Level 1, High (CEBM 1b)
- Authors
- Ruben Prasad Kamachi Christdoss, Rohini Punja, Dhiren Punja
- PMID
- 42791615
- DOI
- 10.1002/ase.70361
Why clinicians should know about it
- Picked for Histology (top studies of the week, 27 September 2026): Teaching method RCT, informs anatomy education
Abstract
Body donor dissection remains the cornerstone of anatomy education, while virtual platforms such as the Anatomage table are increasingly integrated into curricula. However, comparative studies often treat anatomical content as pedagogically uniform, overlooking differences in structural and spatial complexity. Two parallel randomized controlled trials were conducted among first-year medical students. Study 1 examined a low-complexity region (cubital fossa; n = 62), and Study 2 examined a high-complexity region (knee joint; n = 219). Students were randomized to body donor dissection, virtual instruction using the Anatomage table, or a blended combination of both. Knowledge acquisition was assessed using validated pre- and post-tests, and student perceptions were evaluated using a structured Likert-scale questionnaire. For the cubital fossa, body donor teaching produced significantly higher post-test scores than virtual instruction (p < 0.001) and numerically higher scores than blended teaching. For the knee joint, body donor and blended teaching yielded statistically comparable learning outcomes (p = 0.967), and both significantly outperformed virtual instruction alone (p < 0.05). Students preferred body donor-based learning for collaboration and instructor feedback, while virtual instruction increased interest and perceived material quality. These findings are suggestive of a pattern in which anatomical topic complexity may be associated with differential teaching method effectiveness. However, this study examined only two anatomical regions using short-term assessments, and findings should be considered exploratory and require confirmation through within-subjects longitudinal studies. Curriculum designers may nonetheless consider strategically deploying teaching methods based on content characteristics rather than adopting uniform approaches across all anatomy instruction.
Abstract as published, via PubMed.
For healthcare professionals. The summary is generated by AI from the published abstract, and the evidence level is assigned automatically from the study design on the Oxford CEBM hierarchy. Neither is medical advice. Read the full paper before changing practice.