This study evaluated the effectiveness and student perceptions of virtual 3D scanned prosections as a teaching tool in gross anatomy education, specifically for the external heart. Twenty-nine incoming medical students were divided into two groups: one taught using physical prosections and the other using virtual 3D scans. Both groups demonstrated significant and comparable improvements in examination scores from pre- to post-test, indicating that virtual 3D models are as effective as physical prosections for learning anatomical structures.

Students taught with virtual 3D scans expressed greater confidence in their ability to learn anatomy using this technology. While both groups agreed that virtual 3D scans are valuable for preparing for dissection labs and exams, they unanimously agreed that such technology would not provide a similar or equivalent laboratory experience to actual dissection. The authors conclude that virtual 3D scanned prosections are an effective supplementary educational resource but should not replace the hands-on dissection experience, which offers unique tactile and emotional learning benefits, including fostering respect for the human body and professional development.

The work titled “A Practical Examination and Feedback Survey Evaluating Learners Taught Using Physical Prosections vs. 3D Models of Prosections of the External Heart”, was published on Frontiers of Digital Education (published on June 26, 2025).

Reference:

Stephanie A. Waldman, Zane Sejdiu, Shannon M. O’Hara, Jed S. Shumsky, Caitlin A. Howe. A. Practical Examination and Feedback Survey Evaluating Learners Taught Using Physical Prosections vs. 3D Models of Prosections of the External Heart. Frontiers of Digital Education, 2025, 2(3): 27

https://doi.org/10.1007/s44366-025-0064-9
DOI: 10.1007/s44366-025-0064-9