Medical Students Perception of the Anatomage Virtual Dissection Table as a Learning Tool in Anatomy Education

Background: Integration of technology-enabled learning tools in medical education has gained momentum globally. The Anatomage table, a three-dimensional virtual dissection platform, represents an innovative supplement to traditional anatomy teaching methods. However, empirical data on undergraduate students' perceptions of this technology as a pedagogical tool remain limited in the Indian medical education context. The objective is to assess Phase-I medical students' perceptions regarding the Anatomage virtual dissection table as an adjunctive learning tool in anatomy education and to determine their preferences regarding combined versus traditional teaching methodologies. Material and Methods: This was a cross-sectional, institutional survey-based study conducted after obtaining Institutional Ethics Committee clearance. A structured questionnaire with 22 items using a 5-point Likert scale (1=Strongly Disagree to 5=Strongly Agree) was administered to Phase-I MBBS students through Google Forms. The survey assessed students' perceptions on: (1) learning experience and engagement with Anatomage, (2) comprehension of anatomical concepts and relations, (3) comparative effectiveness with cadaveric dissection, (4) retention and stress reduction, and (5) optimal curriculum integration strategies. Responses were analysed using Microsoft Excel with descriptive statistics. Results: Of 150 students invited, 136 responded (response rate: 90.67%). Demographic data included a mean age of 19.5 years (SD=1.2), 47 male students, and 89 female students. Key findings: (1) 64.7% (n=88) of students preferred learning through cadaveric dissection exclusively; (2) 44.9% (n=61) agreed that Anatomage sessions facilitated deeper understanding of subject matter; (3) 69.9% (n=95) expressed that Anatomage cannot replace cadaveric dissection; (4) 88.2% (n=120) strongly endorsed integration of both Anatomage sessions and cadaveric dissection in the regular curriculum; (5) Students reported enhanced visualisation of complex anatomical relations, improved concept clarity over rote memorisation, and reduced learning-related stress with Anatomage supplementation. Conclusion: The Anatomage virtual dissection table demonstrates significant potential as a gold-standard adjunctive learning tool in undergraduate anatomy education. Rather than serving as a replacement for cadaveric dissection, it functions optimally as a complementary modality addressing cadaver scarcity while enhancing pedagogical effectiveness. Integration of technology-based learning with traditional dissection methods aligns with student preferences and contemporary medical education standards. Institutional implementation should include scheduled individual and small-group hands-on Anatomage sessions integrated with cadaveric dissection to optimise learning outcomes and student satisfaction.

Keywords: Anatomage table; virtual dissection; anatomy education; medical students; perception; technology-enhanced learning; medical pedagogy; cadaveric dissection.