Experimental Evaluation of Colorized Gross Anatomy Specimens as Teaching Aids in Laboratory and Museum Settings.
DOI:
https://doi.org/10.69980/ajpr.v28i5.664Keywords:
Colorized Anatomy Specimens, Gross Anatomy Education, Competency-Based Medical Education (CBME), Anatomical Teaching Aids, Visual Learning, Student Engagement, Medical Museum Education, Cadaver-Based Learning, Anatomy Laboratory, Specimen-Based Teaching.Abstract
Background: Traditional gross anatomy education relies on preserved specimens, which often lose their natural color and make it difficult for students to clearly identify structures. To address this, colorized specimens enhanced with dyes or pigments have been introduced to improve visual clarity and learning engagement. While visually appealing and increasingly used in labs and museums, there is limited experimental evidence on their actual educational effectiveness.
Objective: This study aims to evaluate the educational effectiveness of colorized gross anatomy specimens compared to non-colorized counterparts in enhancing anatomical understanding, student engagement, and information retention among medical and allied health science learners.
Methods: in their study six anatomically distortion-free specimens from arterial embalmed cadavers were chosen from the department of anatomy.
Results: Students in the colorized specimen group scored significantly higher on identification and retention tests (p < 0.05). They also reported improved clarity, greater engagement, and higher satisfaction. Qualitative feedback highlighted the specimens’ usefulness in achieving core anatomical competencies, particularly in visually guided learning environments such as museums and static displays.
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7. McMenamin PG, Quayle MR, McHenry CR, Adams JW. The production of anatomical teaching resources using three-dimensional (3D) printing technology. Anat Sci Educ. 2014;7(6):479–486
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