Exploring the effectiveness of CADAVIZ in enhancing learning outcomes in undergraduate medical students

Rahe Rajan; Renuka Devi; Durga Devi; P. R. Devaki; Sreelekha Dorairaj; Thenaruvi N.; Trupti Kad; Debashree D. Dutta

doi:10.18203/2320-6012.ijrms20253580

Authors

Rahe Rajan Department of Anatomy, Sree Balaji Medical College and Hospital, Chennai, Tamil Nadu, India https://orcid.org/0000-0002-0487-0412
Renuka Devi Department of Physiology, Sree Balaji Medical College and Hospital, Chennai, Tamil Nadu, India https://orcid.org/0000-0003-0675-2900
Durga Devi Department of Anatomy, Sree Balaji Medical College and Hospital, Chennai, Tamil Nadu, India https://orcid.org/0000-0003-1852-8711
P. R. Devaki Department of Physiology, Sree Balaji Medical College and Hospital, Chennai, Tamil Nadu, India https://orcid.org/0000-0002-3590-2464
Sreelekha Dorairaj Department of Anatomy, Sree Balaji Medical College and Hospital, Chennai, Tamil Nadu, India https://orcid.org/0009-0000-4174-7002
Thenaruvi N. Department of Anatomy, Sree Balaji Medical College and Hospital, Chennai, Tamil Nadu, India https://orcid.org/0009-0004-3603-092X
Trupti Kad Department of Medical Research, ImmersiveVision Technology, Pune, Maharashtra, India https://orcid.org/0000-0002-5865-3368
Debashree D. Dutta Department of Medical Research, ImmersiveVision Technology, Pune, Maharashtra, India https://orcid.org/0000-0002-5326-0741

DOI:

https://doi.org/10.18203/2320-6012.ijrms20253580

Keywords:

CADAVIZ, Cadaveric specimen, Virtual dissection table, Cerebellum, Anatomy

Abstract

Background: Cadaver-based learning is fundamental to mastering human anatomy. However, accessing delicate, deep-seated regions such as the cerebellum is challenging. In this regard the virtual dissection table (VDT) is a useful supplement. This study investigates the effectiveness of CADAVIZ, a VDT, in enhancing anatomical understanding among undergraduate medical students.

Methods: After obtaining ethical approval and informed consent, 250 participants attended a standardized lecture on cerebellar anatomy followed by a pre-test to assess their baseline knowledge. The participants were then randomly assigned to three Groups: Group A attended practical session with a cadaveric specimen of the human cerebellum, Group B participated in an interactive session on cerebellar anatomy using CADAVIZ, and Group C engaged in practical sessions with both a cadaveric specimen and CADAVIZ. Lastly, post-tests were conducted to assess knowledge retention after the respective practical sessions.

Results: The mean pre-test score for Group A was 4.88±0.17 and the mean post-test score was 7.35±0.21, registering a mean percentage increase of 60.68±5.41%. Group B obtained a mean pre-test and post-test score of 4.73±0.19 and 7.75±0.15, respectively, reflecting a mean percentage increase of 78.92±5.27% (p=0.127). Group C, on the other hand, recorded a mean pre-test and post-test score of 3.99±0.13 and 6.96±0.16, respectively, yielding a mean percentage increase of 81.84±4.81% (p=0.005).

Conclusions: As compared to Group A, the percentage increase in Group C was significantly (p=0.005) higher, indicating that the blended learning with both cadaveric specimen and CADAVIZ enhanced anatomical learning more than a practical session with cadaveric specimen alone.

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