Perceptions of Modernized Anatomy Teaching Tools and Methods: A Mixed Method Study Among Medical, Nursing Students and Faculty.

Abstract

Anatomy education is fundamental for medical and nursing students. There is a growing shift toward modern tools such as 3D applications, virtual dissection tables, and plastinated cadavers. This mixed-methods study at VinUniversity explored perceptions of these innovations. The quantitative component involved surveys of 142 students (131 medical, 11 nursing), achieving a 77.2% response rate, and the qualitative component included semi-structured interviews with all 12 anatomy faculty and nine students across cohorts, offering diverse insights into their experiences. The findings show that students value interactive tools for enhanced visualization and engagement, particularly the Complete Anatomy app and plastinated cadavers. Nursing students reported greater satisfaction with digital resources than did medical students (4.55 ± 0.69 vs. 4.04 ± 0.77, p = 0.026). Traditional lectures received lower ratings (3.44 ± 1.16 for medical vs. 4.45 ± 0.69 for nursing, p = 0.003). Students also emphasized the value of problem-based discussions (3.83 ± 1.05 for medical vs. 4.36 ± 0.81 for nursing, p = 0.10) and perceived anatomy as highly relevant to future practice (4.32 ± 0.92). Challenges included difficulty in applying digital anatomy to clinical scenarios, software crashes, and limited access. Faculty cited time constraints, insufficient institutional support, and the steep learning curve for integrating new tools. Many relied on self-directed learning, resulting in inconsistent implementation. Also, limited human resources hampered the efficiency of hands-on sessions. To optimize anatomy education, institutions should establish structured faculty training, improve technical infrastructure, and align curricula with innovative methods. A hybrid model combining digital tools with cadaveric dissection could offer the most comprehensive approach. Addressing these barriers can enhance learning outcomes and faculty engagement, especially in resource-limited settings. Future studies should explore long-term effects on student performance, clinical competence, and optimal integration strategies.