Anatomie und Physiologie: Aktuelle Forschung
Offener Zugang
ISSN: 2161-0940
ISSN: 2161-0940
Racky Wade1*, Sokhna AG Thiam1 , Karim Y Garba1 , Mamadou N diaye 1 ,DaoudaA Tireira1 , Isseu D Seck1 , Mohamed Cheikhma1 , Mor Ndiaye1 , Abdoulaye Diagne1 , Abdoulaye Ba1 , Abdou Ndiaye1 , Emilien P Mendy2 , Magaye Gaye1 , Aïnina Ndiaye1 , Mamadou Diop1 , Jean M Ndoye1 , Ulrich IM Kengne3 , Jean F Uhl4 , Abdoulaye Ndiaye
Introduction: Digital anatomy uses new multimedia and Three-Dimensional (3D) tools. In Senegal, this teaching approach is less widespread. The aim of our study is to evaluate the content and impact of the use of Virtual Dissection Table (VDT) in the development phase in the learning of osteology.
Methodology: An analytical cross-sectional study is conducted with presenters and students enrolled in first year of medical study at Cheikh Anta Diop University in 2021-2022. The practical work sessions of osteology take place with the articulation of two methods: Traditional classical and digital. This required the use of VDT in addition to other conventional equipment.
Results: For 93.6% of students, the explanations were given using the VDT were clear or very clear. In 94.1% of cases, they were satisfied or very satisfied with the illustration sequences performed with the VDT. It helped 91.6% of students to understand and assimilate osteology. The 93.6% of the students preferred to work with the VDT rather than without it. The presenters awarded an average of 2/10 for the accessibility of cadaver dissection, with extremes of 0/10 and 5/10. Graphic quality received an average of 5.45/10 and anatomical accuracy 5.09/10. The 81.8% of presenters preferred to use the VDT during osteology practical work sessions.
Conclusion: The development of Digital Anatomy does not rely solely on hardware resources. It also requires the expertise of the Anatomist during the development process of the digital tool.