Evaluating Computer-Assisted Learning and Reduced Cadaver Labs in Anatomy: A Non-Inferiority Study

Background Amid technological advances, pedagogical shifts, and financial constraints, anatomy education is increasingly shifting from traditional cadaver dissections (CD) to computer-assisted learning (CAL). This transition raises concerns about the impact of reduced CD on anatomy learning outcomes. Comparative studies of CD and CAL have shown mixed results, suggesting that rather than demonstrating superiority, an optimal blend of both approaches might leverage their respective advantages. Purpose This study aimed to determine whether reducing and supplementing a portion of CD with CAL in an undergraduate medical school curriculum could impact student anatomy learning. This cohort study contrasts the educational outcomes of two pre-clinical student cohorts subjected to distinct anatomy curricula: one following a traditional CD curriculum and the other a hybrid CAL-CD approach, which merges CAL with reduced CD sessions. The study also examined the time required to implement each curriculum, focusing on preparation and laboratory session durations. Methods The study used a non-inferiority trial to compare students' performance on gross anatomy exams across system-based courses, assessing differences in anatomy knowledge. It tested these differences against a 10-point non-inferiority margin, with multiple regression adjusting for exam difficulty and students' prior academic abilities. Results This study analyzed the assessment data of 304 students in the CD group and 300 in the CAL-CD group. The CAL-CD curriculum was found to be non-inferior to the traditional CD approach. The CAL-CD group scored an average of 4.8 points lower than the CD group on anatomy exams, with a 99% confidence interval ranging from -7.0 to -2.5 (p < .001), falling entirely within the predefined non-inferiority margin. The CAL-CD curriculum saved 38 hours of learning time (35.19%), a substantial timesaving, nearly equivalent to one week, compared to the CD curriculum. The study was conducted over two academic periods: 2018 to 2020 and 2021 to 2023. Discussion Integrating CAL with CD enhances both approaches, creating a synergistic effect that maintains educational quality while optimizing curriculum efficiency. This strategic use of CAL can help preserve academic standards, conserve time, and allocate resources more effectively.