Students’ Opinion on The Use of The Anatomage Table In Anatomy Learning At The University Of Rwanda

Students’ Opinion on The Use of The Anatomage Table In Anatomy Learning At The University Of Rwanda | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Students’ Opinion on The Use of The Anatomage Table In Anatomy Learning At The University Of Rwanda Victor Bassey Archibong, Samson Olorunnado., Abdullahi Mohammed., and 7 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5987932/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 13 You are reading this latest preprint version Abstract Introduction : Anatomy is a major course taken by medical and dental surgery students in their preclinical year, serving as the foundation for patient care in clinical practice. Many preclinical students find anatomy challenging and abstract, highlighting the need for educators to adopt innovative teaching methods, such as utilizing 3D technologies like the Anatomage table. This study aimed to assess the student’s opinion on the use of the anatomage table technology on anatomy learning at the University of Rwanda. Methodology : This cross-sectional study involved 118 first-year preclinical students at the Huye campus of the University of Rwanda. After a month of instruction on selected topics in the Human Anatomy II module (focusing on the trunk, pelvis, and perineum), a Google questionnaire was distributed. Students participated in 32 contact hours, including lectures and practical sessions, prior to completing the questionnaires. The reliability of the questions was assessed using Cronbach's Alpha, and responses were measured on a 5-point Likert scale (ranging from 5 for "strongly agree" to 1 for "strongly disagree"). Data were analyzed descriptively using Microsoft Excel and SPSS version 21, with a significance level set at P≤0.05. Results : The Anatomage table significantly enhanced the understanding of the topics along with dissection (P≤0.05), visualization of different parts of the human body (P≤0.05), and the understanding of the anatomical relationships (P≤0.05). Conclusion : Anatomage table was helpful in facilitating understanding of the topics and relationships, as well as visualization of anatomical structures. Anatomage table 3D technology medical education preclinical students anatomy learning Figures Figure 1 Figure 2 Figure 3 Introduction Anatomy occupies majority of the content delivered to students of medicine and dental surgery in their initial two years of medical school at the University of Rwanda [ 1 , 2 ]. Anatomy has a wide clinical application and a sound knowledge in anatomy is needed for safe clinical practice [ 3 , 4 ]. Due to the complex nature of anatomy, many students find it cognitively challenging and abstract. The perception of medical students regarding anatomy has resulted in them acquiring an inadequate knowledge and this poses a huge risk in the management of a patient in clinical practice [ 5 , 6 ]. Some studies have reported the lack of competence and confidence in anatomical knowledge displayed by physicians and clinical class students [ 7 , 8 , 9 , 10 , 11 ]. If this trend is left unchecked, patients may experience unnecessary iatrogenic complications and medical practitioners may be dragged into scandalous medico-legal litigations and professional frustrations. There is a need for anatomy educators to look for ways to make the learning resources more engaging. Previously, gross anatomy was taught via demonstrations, dissections, and verbalism at the University of Rwanda. Currently, 3D packages and medical imaging have been introduced into anatomy education [ 12 ] necessitated by limited human body donations, as well as the legal, socioeconomic, religious, cultural, and educational issues affecting body donations [ 13 ]. Technological advancement in the modern day has brought innovations in anatomical education where medical students now use electronic tables, and smart gadgets amongst others for educational purposes [ 14 , 12 ]. The challenges of human cadaver availability seemed to be addressed using these technological innovations [ 15 ]. One such virtual tool is the Anatomage table which is used by some medical schools in Rwanda to complement the teaching of anatomy [ 16 ]. The Anatomage model is a 3D interactive table which contains a software that presents the entire human body in a virtual form [ 17 ]. To allow virtual dissection and reconstruction, the stereoscopic images of the entire human body are combined with the software to achieve 3D refurbishment of various human body parts mainly obtained from human cadavers [ 15 ]. Several medical schools around the world have adopted this technology for visualization of computerized systems for anatomy and physiology education that includes the University of Rwanda (UR). The Anatomage table is reported to be effective as a learning tool, captures the student’s interest and attention, presents a positive educational outcome, and significantly improves the performance of medical students [ 18 , 19 , 20 ]. However, there is limited data of its effectiveness in Rwanda. This study assessed students' opinion of the Anatomage table's role in anatomy learning at UR. Methodology Study design This was a cross-sectional study involving the preclinical year one (PCL I) medical and dental surgery students of the University of Rwanda. Study site This study was carried out at the School of Medicine and Pharmacy (SoMP), College of Medicine and Health Sciences (CMHS), University of Rwanda (UR), Huye campus, Rwanda. Huye is a district of the southern Rwanda province [ 21 ]. Study population The study focuses on PCL I students of medicine and dental surgery who learned specific topics from the Human Anatomy II module (anatomy of the trunk, pelvis, and perineum) at SoMP, CMHS, UR, Huye campus. Criteria for inclusion and exclusion Inclusion criteria Year one medical and dental surgery students of UR who were at the Huye campus UR, and consented to the study were included. Exclusion criteria Year one medical and dental surgery students in other campuses of UR were excluded. Year one medical and dental surgery students who did not consent were also excluded. Study population and Sample size calculation The study focuses on the 170 first-year medical and dental surgery students at SoMP, CMHS, UR. These students completed a semester on Human Anatomy I (back and limbs anatomy) before studying selected topics in Human Anatomy II (anatomy of the trunk, pelvis, and perineum) over a month, making them the target population for this research. The sample size was estimated using the Krejcie and Morgan table following the methods of Nyamweya et al [ 22 ]. The sample size was 118. Data collection method An electronic questionnaire [ 15 ] was used to collect data from participants who studied specific topics in the Human Anatomy II module (anatomy of the trunk, pelvis, and perineum), over the course of one month at SoMP, UR. The topics covered were the thoracic wall and viscera (heart, trachea, lungs, and major vessels) and the anterior abdominal wall and viscera (gastrointestinal tract and accessory digestive organs). Students engaged in 32 contact hours of lectures and practical sessions involving the Anatomage table and gross specimens, supervised by the research team. The questionnaire gathered sociodemographic information and assessed students' opinions on the use of the Anatomage table in their learning. Data analysis Responses were coded on a 5-point Likert scale ranging from 5 (strongly agree) to 1 (strongly disagree). The questions demonstrated a reliability of 0.794 (approximately 0.8) as calculated by Cronbach's Alpha. Descriptive analysis, data cleaning, editing, sorting, and coding were conducted using Microsoft Excel, while SPSS version 21 was used for statistical analysis, with statistical values of P ≤ 0.05 considered significant. Results The participants were males (61.9%) and females (38.1%), studying medicine (83.1%) and dental surgery (16.9%) (see Table 1 ). The Anatomage table significantly enhanced the understanding of the topics along with dissection (P ≤ 0.05; see Table 2 and Fig. 1 ), visualization of different parts of the human body (P ≤ 0.05; see Table 2 and Fig. 2 ), and the understanding of the anatomical relationships (P ≤ 0.05; see Table 2 and Fig. 3 ). Table 3 summarizes the participants' responses. Table 1 Sociodemographic of the participants Categories Sub-categories Percent Sex Male 62 Female 38 Program Medicine 83 Dental Surgery 17 Table 2 The relationship between the “Use of Anatomage table has helped me to understand the topic better” and students’ satisfaction, understanding, and learning. Dependent Variable df Mean square F Sig. Over all satisfactions of students to Anatomage table as methods 2 4.549 14.925 .000 I developed deeper understanding of the topic with use of Anatomage along with dissection 2 2.801 7.346 .001* Anatomage helped me to understand different parts of body 2 3.148 15.629 .000 Anatomage helped me to visualize better the relative sizes of different parts 2 4.896 7.876 .001* Anatomage helped me to understand relationship between different parts of the body 2 2.597 7.026 .001* I enjoyed the whole process of using Anatomage 2 4.910 8.415 .000 Use of Anatomage enhanced my learning experience and interest in studies 2 4.464 17.974 .000 Learning with Anatomage take less time than traditional learning with Dissection 2 3.653 3.831 .025 Anatomage table should be included in routine teaching learning process 2 .703 2.605 .078 Note: * Understanding of the topic with Anatomage and dissection, visualization of different parts, and understanding of relationships of different parts of the body, were all significant (P ≤ 0.05) Table 3 Responses of the participants ITEM SA A N DA SDA n (%) n (%) n (%) n (%) n (%) Over all satisfactions of students to Anatomage table as methods 53(45) 58 (49) 5 (4) 1(1) 1(1) Use of Anatomage table has helped me to understand the topic better 71(60) 45 (38) 1 (1) 1 (1) 0 (0) I developed deeper understanding of the topic with use of Anatomage along with dissection 74(63) 35 (29) 8 (7) 1 (1) 0 (0) Anatomage helped me to understand different parts of body 74(63) 41 (34) 2 (2) 1 (1) 0 (0) Anatomage helped me to visualize better the relative sizes of different parts 57(48) 42 (36) 14 (12) 4 (3) 1 (1) Anatomage helped me to understand relationship between different parts of the body 67(57) 46 (39) 3 (2) 0 (0) 2 (2) I enjoyed the whole process of using Anatomage 53(45) 45 (38) 15 (13) 4 (3) 1 (1) Use of Anatomage enhanced my learning experience and interest in studies 64(54) 49 (42) 4 (3) 0 (0) 1 (1) Learning with Anatomage take less time than traditional learning with Dissection 55(47) 35 (29) 15 (13) 13 (11) 0 (0) Anatomage table should be included in routine teaching learning process 80(68) 34 (29) 3 (2) 1 (1) 0(0) Note: Total number of respondents n = 118, SA-strongly Agree; A-agree; N-neutral; DA-disagree; SDA-strongly disagree Discussion This study assessed students' opinions on the use of Anatomage table technology for anatomy learning at the University of Rwanda. After attending 32 hours of lectures and practical sessions on the thoracic wall and anterior abdominal wall, 118 PCL I students completed a Google questionnaire. Descriptive analysis of the data showed that the Anatomage table enhanced understanding of the topics, relationships among structures, and visualization of anatomical features. The integration of virtual educational technologies such as the Anatomage table, is emerging as a significant advancement in anatomy education, offering a potential paradigm shift from the traditional cadaver-based instruction in medical schools globally [ 23 ]. The findings from this study indicate that the Anatomage Table is an essential learning tool for undergraduate medical and dental surgery students at the University of Rwanda. Its use, along with dissections, significantly (P ≤ 0.05) improved understanding of anatomy in 60% of the participants' (see Table 2 , Table 3 , and Fig. 1 ), demonstrating its effectiveness as a complement to traditional cadaveric dissection. This highlights the need to integrate both the Anatomage Table and conventional methods to accommodate students' varied preferences and enhance anatomical knowledge. Additionally, the strong preference for a combined learning model suggests that students value the integration of technology in hands-on learning, supporting prior research that indicates no single method is optimal for teaching anatomy [ 24 ]. The Anatomage table significantly improved the visualization of various human body parts in 48% of the participants (P ≤ 0.05; see Table 2 , Table 3 , and Fig. 1 ), and improved the understanding of anatomical relationships in 57% of the participants (P ≤ 0.05; see Table 2 , Table 3 , and Fig. 1 ) corroborating earlier studies that identified it as an effective learning tool [ 25 ]. This study supports previous research indicating that 21st-century medical students learn anatomy more effectively through technological tools, enhancing the experiences of both faculty and students with information and communication technology [ 26 ]. Some participants (45%) reported enjoying the Anatomage table, likely due to its student-friendly design and ability to engage learners. This engagement is essential for a student-centered approach, promoting enduring interest and competence in anatomy, which is vital for medical practice. Some participants (47%) perceive the Anatomage table as less time-consuming, addressing the challenges of traditional cadaveric dissection. Given the limited time for practicals, some researchers suggest using prosected gross specimens to mitigate the labor-intensive nature of dissection [ 27 ]. Additionally, several participants recommended integrating the Anatomage table into routine teaching. This underscores the necessity for curricular reforms to incorporate technology and align anatomy education with modern educational standards. Limitations of the study The study was limited to preclinical level one students at the Huye campus of the University of Rwanda. Therefore, findings from this study cannot be generalized to represent all preclinical students in Rwanda. Furthermore, the questionnaire solely gathered student opinions on the use of the Anatomage table in their learning, making it difficult to assess the extent of their learning, as this aspect was not included in the questionnaire. Conclusion The study indicates that the Anatomage table enhances understanding of topics and relationships while aiding the visualization of anatomical structures. This technology could be crucial for developing strong anatomical knowledge among both preclinical and clinical students at the University of Rwanda and across Africa. Declarations Acknowledgement The authors would like to thank the medical students who consented to be part of this study. Author Contributions VBA, SO, AM, and JG conceptualized the study, VBA, SO, AM, AO, PN, SH, CN, and JG designed the study. VBA, SO, AM, AO, PN, SH, CN, MY, and DB collected the data. VBA, MY, and DB conducted statistical analysis. VBA, SO, AM, and AO conducted data interpretation. VBA, SO, AM, and AO drafted the initial manuscript. All authors approved the final version for publication. Conflict of interest None Funding statement None Ethical statement: Ethical approval No. 509/CMHS IRB/2024 was obtained from the Institutional Review Board (IRB), College of Medicine and Health Sciences (CMHS), University of Rwanda (UR). All participants were treated according to the ethical principles outlined in the World Medical Association Declaration of Helsinki 2024. The gross specimens were managed in compliance with Rwanda’s Anatomy Law, Official gazette No. 16/03/2023. Informed Consent Participants were informed about the research's aim and voluntarily consented to participate after reading the consent form. Clinical Trial Number Not Applicable Data availability The datasets are available on figshare repository [28]. https://doi.org/10.6084/m9.figshare.28236080.v1 References Gashegu J., Hakizimana D., Ncogoza I., Nyundo M., Ntirenganya F. 2023. 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Med Sci Educ. 2019 Mar 26;29(2):499-506. doi: 10.1007/s40670-019-00719-z. PMID: 34457507; PMCID: PMC8368845 Archibong, Victor (2025). Anatomage table (Questionnaire) (Responses).xlsx. figshare. Dataset. https://doi.org/10.6084/m9.figshare.28236080.v1 Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5987932","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":418490406,"identity":"2b1ccfe8-b581-4b88-b011-3d8b6db27fc5","order_by":0,"name":"Victor Bassey Archibong","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABDElEQVRIiWNgGAWjYDACZhhDgrENRNnxg8iEArxaGBuQtSRLgrgJBnjtgWlhYAPzNhwAUXi0GBxnfv7g4x67fP7ZzW0PPu6oZTY+vzrxwwMDBnl+sQPYtRxmM2yc8SzZcsadg+2GM88c5zO78XazBNBhhjNnJ2DVItnMw9jMc4DZwEAisU2at+0Ys9mNsxtAWhIMbuPVUg/Xwrh5xtnNP/Bp4WcGazkM01LDuIG/dxteW/iZ2Qxnzjhw3EDiRiLQL20HkiVu8G6zSDCQwOkXNv7DDz58OFBtwD8j/dmDj211dvz9Zzff/FFhI88vjV0LOjgMjCCwSgmilINAHdCtB4hWPQpGwSgYBSMDAACCB1/RyDUpugAAAABJRU5ErkJggg==","orcid":"","institution":"University of Rwanda","correspondingAuthor":true,"prefix":"","firstName":"Victor","middleName":"Bassey","lastName":"Archibong","suffix":""},{"id":418490407,"identity":"e755b08d-ee76-45bc-84e4-a54b3e0c4f33","order_by":1,"name":"Samson Olorunnado.","email":"","orcid":"","institution":"University of Rwanda","correspondingAuthor":false,"prefix":"","firstName":"Samson","middleName":"","lastName":"Olorunnado.","suffix":""},{"id":418490408,"identity":"63ef1614-4def-495f-bebd-7a88bdc2d05b","order_by":2,"name":"Abdullahi Mohammed.","email":"","orcid":"","institution":"University of Rwanda","correspondingAuthor":false,"prefix":"","firstName":"Abdullahi","middleName":"","lastName":"Mohammed.","suffix":""},{"id":418490409,"identity":"13710cc7-dcb0-4eb2-a922-6d52c48edc88","order_by":3,"name":"Akeem Okesina.","email":"","orcid":"","institution":"University of Rwanda","correspondingAuthor":false,"prefix":"","firstName":"Akeem","middleName":"","lastName":"Okesina.","suffix":""},{"id":418490410,"identity":"08fa3e7d-6940-46e3-9581-a27fc255088e","order_by":4,"name":"Paul Ndahimana","email":"","orcid":"","institution":"University of Rwanda","correspondingAuthor":false,"prefix":"","firstName":"Paul","middleName":"","lastName":"Ndahimana","suffix":""},{"id":418490411,"identity":"6ce85784-c342-4a22-932d-de55a3deb2dd","order_by":5,"name":"Schadrack Habumuremyi","email":"","orcid":"","institution":"University of Rwanda","correspondingAuthor":false,"prefix":"","firstName":"Schadrack","middleName":"","lastName":"Habumuremyi","suffix":""},{"id":418490412,"identity":"216d7394-54a9-4b13-86d2-f0258ad74832","order_by":6,"name":"Celestin Niyibigira","email":"","orcid":"","institution":"University of Rwanda","correspondingAuthor":false,"prefix":"","firstName":"Celestin","middleName":"","lastName":"Niyibigira","suffix":""},{"id":418490413,"identity":"5fcc87b2-f431-4fb8-a537-44a1ef1717f6","order_by":7,"name":"Methode Yusufu","email":"","orcid":"","institution":"University of Rwanda","correspondingAuthor":false,"prefix":"","firstName":"Methode","middleName":"","lastName":"Yusufu","suffix":""},{"id":418490414,"identity":"6e4a8384-d506-4b73-aa86-cecfca672147","order_by":8,"name":"Darius Benimana.","email":"","orcid":"","institution":"University of Rwanda","correspondingAuthor":false,"prefix":"","firstName":"Darius","middleName":"","lastName":"Benimana.","suffix":""},{"id":418490415,"identity":"718265a1-5147-4ee3-874e-548d3934816b","order_by":9,"name":"Julien Gashegu","email":"","orcid":"","institution":"University of Rwanda","correspondingAuthor":false,"prefix":"","firstName":"Julien","middleName":"","lastName":"Gashegu","suffix":""}],"badges":[],"createdAt":"2025-02-08 13:08:13","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-5987932/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5987932/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":76880643,"identity":"45589014-442a-440c-afc4-0ce2243db46a","added_by":"auto","created_at":"2025-02-21 17:02:14","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":174236,"visible":true,"origin":"","legend":"\u003cp\u003eShowing responses and relationships between use of Anatomage, understanding of the topic, and visualization of different parts. \u003cstrong\u003e*\u003c/strong\u003eUnderstanding of the topic with Anatomage and dissection, visualization of different parts, and understanding of relationships of different parts of the body, were all significant (P≤0.05). SA-strongly Agree; A-agree; N-neutral; DA-disagree; SDA-strongly disagree\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-5987932/v1/c43f57fba1d3b12120955f1e.png"},{"id":76880644,"identity":"d5eb8b8f-f28d-43b8-8fe4-0197dc0c5a8f","added_by":"auto","created_at":"2025-02-21 17:02:14","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":49444,"visible":true,"origin":"","legend":"\u003cp\u003eParticipants' feedback on how the Anatomage enhanced their understanding of the relative sizes of various human body parts.\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-5987932/v1/afa760016d7e6934c559c46c.png"},{"id":76880639,"identity":"e355a1ea-70a0-4272-87b0-a31bd6482b7d","added_by":"auto","created_at":"2025-02-21 17:02:13","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":47551,"visible":true,"origin":"","legend":"\u003cp\u003eParticipants' feedback on how the Anatomage enhanced their understanding of the relationships between various body parts\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-5987932/v1/34ba0c880be33496f5357196.png"},{"id":76881571,"identity":"c8c12ef6-11d3-44c0-82a3-04948b61ec78","added_by":"auto","created_at":"2025-02-21 17:10:18","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":875907,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5987932/v1/9c15f1f6-c1c5-4b59-96ca-3b3d4c6a222c.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Students’ Opinion on The Use of The Anatomage Table In Anatomy Learning At The University Of Rwanda","fulltext":[{"header":"Introduction","content":"\u003cp\u003eAnatomy occupies majority of the content delivered to students of medicine and dental surgery in their initial two years of medical school at the University of Rwanda [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. Anatomy has a wide clinical application and a sound knowledge in anatomy is needed for safe clinical practice [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Due to the complex nature of anatomy, many students find it cognitively challenging and abstract. The perception of medical students regarding anatomy has resulted in them acquiring an inadequate knowledge and this poses a huge risk in the management of a patient in clinical practice [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. Some studies have reported the lack of competence and confidence in anatomical knowledge displayed by physicians and clinical class students [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. If this trend is left unchecked, patients may experience unnecessary iatrogenic complications and medical practitioners may be dragged into scandalous medico-legal litigations and professional frustrations. There is a need for anatomy educators to look for ways to make the learning resources more engaging.\u003c/p\u003e \u003cp\u003e Previously, gross anatomy was taught via demonstrations, dissections, and verbalism at the University of Rwanda. Currently, 3D packages and medical imaging have been introduced into anatomy education [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e] necessitated by limited human body donations, as well as the legal, socioeconomic, religious, cultural, and educational issues affecting body donations [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. Technological advancement in the modern day has brought innovations in anatomical education where medical students now use electronic tables, and smart gadgets amongst others for educational purposes [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. The challenges of human cadaver availability seemed to be addressed using these technological innovations [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. One such virtual tool is the Anatomage table which is used by some medical schools in Rwanda to complement the teaching of anatomy [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe Anatomage model is a 3D interactive table which contains a software that presents the entire human body in a virtual form [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. To allow virtual dissection and reconstruction, the stereoscopic images of the entire human body are combined with the software to achieve 3D refurbishment of various human body parts mainly obtained from\u0026ensp;human cadavers [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. Several medical schools around the world have adopted this technology\u0026ensp;for visualization of computerized systems for anatomy and physiology education that includes the University of Rwanda (UR). The Anatomage table is reported to be effective as a learning tool, captures the student\u0026rsquo;s interest and attention, presents a positive educational outcome, and significantly improves the performance of medical students [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e]. However, there is limited data of its effectiveness in Rwanda. This study assessed students' opinion of the Anatomage table's role in anatomy learning at UR.\u003c/p\u003e"},{"header":"Methodology","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eStudy design\u003c/h2\u003e \u003cp\u003eThis was a cross-sectional study involving the preclinical year one (PCL I) medical and dental surgery students of the University of Rwanda.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eStudy site\u003c/h3\u003e\n\u003cp\u003eThis study was carried out at the School of Medicine and Pharmacy (SoMP), College of Medicine and Health Sciences (CMHS), University of Rwanda (UR), Huye campus, Rwanda. Huye is a district of the southern Rwanda province [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e].\u003c/p\u003e\n\u003ch3\u003eStudy population\u003c/h3\u003e\n\u003cp\u003eThe study focuses on PCL I students of medicine and dental surgery who learned specific topics from the Human Anatomy II module (anatomy of the trunk, pelvis, and perineum) at SoMP, CMHS, UR, Huye campus.\u003c/p\u003e\n\u003ch3\u003eCriteria for inclusion and exclusion\u003c/h3\u003e\n\u003cp\u003eInclusion criteria\u003c/p\u003e \u003cp\u003eYear one medical and dental surgery students of UR who were at the Huye campus UR, and consented to the study were included.\u003c/p\u003e \u003cp\u003eExclusion criteria\u003c/p\u003e \u003cp\u003eYear one medical and dental surgery students in other campuses of UR were excluded. Year one medical and dental surgery students who did not consent were also excluded.\u003c/p\u003e\n\u003ch3\u003eStudy population and Sample size calculation\u003c/h3\u003e\n\u003cp\u003eThe study focuses on the 170 first-year medical and dental surgery students at SoMP, CMHS, UR. These students completed a semester on Human Anatomy I (back and limbs anatomy) before studying selected topics in Human Anatomy II (anatomy of the trunk, pelvis, and perineum) over a month, making them the target population for this research. The sample size was estimated using the Krejcie and Morgan table following the methods of Nyamweya et al [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. The sample size was 118.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eData collection method\u003c/h2\u003e \u003cp\u003eAn electronic questionnaire [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e] was used to collect data from participants who studied specific topics in the Human Anatomy II module (anatomy of the trunk, pelvis, and perineum), over the course of one month at SoMP, UR. The topics covered were the thoracic wall and viscera (heart, trachea, lungs, and major vessels) and the anterior abdominal wall and viscera (gastrointestinal tract and accessory digestive organs). Students engaged in 32 contact hours of lectures and practical sessions involving the Anatomage table and gross specimens, supervised by the research team. The questionnaire gathered sociodemographic information and assessed students' opinions on the use of the Anatomage table in their learning.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003eData analysis\u003c/h2\u003e \u003cp\u003eResponses were coded on a 5-point Likert scale ranging from 5 (strongly agree) to 1 (strongly disagree). The questions demonstrated a reliability of 0.794 (approximately 0.8) as calculated by Cronbach's Alpha. Descriptive analysis, data cleaning, editing, sorting, and coding were conducted using Microsoft Excel, while SPSS version 21 was used for statistical analysis, with statistical values of P\u0026thinsp;\u0026le;\u0026thinsp;0.05 considered significant.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003eThe participants were males (61.9%) and females (38.1%), studying medicine (83.1%) and dental surgery (16.9%) (see Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). The Anatomage table significantly enhanced the understanding of the topics along with dissection (P\u0026thinsp;\u0026le;\u0026thinsp;0.05; see Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e and Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e), visualization of different parts of the human body (P\u0026thinsp;\u0026le;\u0026thinsp;0.05; see Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e and Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e), and the understanding of the anatomical relationships (P\u0026thinsp;\u0026le;\u0026thinsp;0.05; see Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e and Fig.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e). Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e summarizes the participants' responses.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSociodemographic of the participants\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCategories\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSub-categories\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePercent\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eSex\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e62\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e38\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eProgram\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMedicine\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e83\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDental Surgery\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eThe relationship between the \u0026ldquo;Use of Anatomage table has helped me to understand the topic better\u0026rdquo; and students\u0026rsquo; satisfaction, understanding, and learning.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDependent Variable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003edf\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMean square\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSig.\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOver all satisfactions of students to Anatomage table as methods\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.549\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e14.925\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eI developed deeper understanding of the topic with use of Anatomage along with dissection\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.801\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7.346\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.001*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAnatomage helped me to understand different parts of body\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.148\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e15.629\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAnatomage helped me to visualize better the relative sizes of different parts\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.896\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e7.876\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.001*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAnatomage helped me to understand relationship between different parts of the body\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.597\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e7.026\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.001*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eI enjoyed the whole process of using Anatomage\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.910\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8.415\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUse of Anatomage enhanced my learning experience and interest in studies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.464\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e17.974\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLearning with Anatomage take less time than traditional learning with Dissection\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.653\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.831\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.025\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAnatomage table should be included in routine teaching learning process\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.703\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.605\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.078\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"5\"\u003e\u003cb\u003eNote: *\u003c/b\u003eUnderstanding of the topic with Anatomage and dissection, visualization of different parts, and understanding of relationships of different parts of the body, were all significant (P\u0026thinsp;\u0026le;\u0026thinsp;0.05)\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eResponses of the participants\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eITEM\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"5\" nameend=\"c6\" namest=\"c2\"\u003e \u003cp\u003eSA A N DA SDA\u003c/p\u003e \u003cp\u003en (%) n (%) n (%) n (%) n (%)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOver all satisfactions of students to Anatomage table as methods\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e53(45)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e58 (49)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5 (4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1(1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1(1)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUse of Anatomage table has helped me to understand the topic better\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e71(60)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e45 (38)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1 (1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1 (1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0 (0)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eI developed deeper understanding of the topic with use of Anatomage along with dissection\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e74(63)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e35 (29)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8 (7)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1 (1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0 (0)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAnatomage helped me to understand different parts of body\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e74(63)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e41 (34)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2 (2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1 (1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0 (0)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAnatomage helped me to visualize better the relative sizes of different parts\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e57(48)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e42 (36)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e14 (12)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4 (3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1 (1)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAnatomage helped me to understand relationship between different parts of the body\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e67(57)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e46 (39)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3 (2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0 (0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2 (2)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eI enjoyed the whole process of using Anatomage\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e53(45)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e45 (38)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e15 (13)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4 (3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1 (1)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUse of Anatomage enhanced my learning experience and interest in studies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e64(54)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e49 (42)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4 (3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0 (0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1 (1)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLearning with Anatomage take less time than traditional learning with Dissection\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e55(47)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e35 (29)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e15 (13)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e13 (11)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0 (0)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAnatomage table should be included in routine teaching learning process\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e80(68)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e34 (29)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3 (2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1 (1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0(0)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"6\"\u003eNote: Total number of respondents n\u0026thinsp;=\u0026thinsp;118, SA-strongly Agree; A-agree; N-neutral; DA-disagree; SDA-strongly disagree\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study assessed students' opinions on the use of Anatomage table technology for anatomy learning at the University of Rwanda. After attending 32 hours of lectures and practical sessions on the thoracic wall and anterior abdominal wall, 118 PCL I students completed a Google questionnaire. Descriptive analysis of the data showed that the Anatomage table enhanced understanding of the topics, relationships among structures, and visualization of anatomical features. The integration of virtual educational technologies such as the Anatomage table, is emerging as a significant advancement in anatomy education, offering a potential paradigm shift from the traditional cadaver-based instruction in medical schools globally [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe findings from this study indicate that the Anatomage Table is an essential learning tool for undergraduate medical and dental surgery students at the University of Rwanda. Its use, along with dissections, significantly (P\u0026thinsp;\u0026le;\u0026thinsp;0.05) improved understanding of anatomy in 60% of the participants' (see Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, and Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e), demonstrating its effectiveness as a complement to traditional cadaveric dissection. This highlights the need to integrate both the Anatomage Table and conventional methods to accommodate students' varied preferences and enhance anatomical knowledge. Additionally, the strong preference for a combined learning model suggests that students value the integration of technology in hands-on learning, supporting prior research that indicates no single method is optimal for teaching anatomy [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe Anatomage table significantly improved the visualization of various human body parts in 48% of the participants (P\u0026thinsp;\u0026le;\u0026thinsp;0.05; see Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, and Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e), and improved the understanding of anatomical relationships in 57% of the participants (P\u0026thinsp;\u0026le;\u0026thinsp;0.05; see Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, and Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e) corroborating earlier studies that identified it as an effective learning tool [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. This study supports previous research indicating that 21st-century medical students learn anatomy more effectively through technological tools, enhancing the experiences of both faculty and students with information and communication technology [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. Some participants (45%) reported enjoying the Anatomage table, likely due to its student-friendly design and ability to engage learners. This engagement is essential for a student-centered approach, promoting enduring interest and competence in anatomy, which is vital for medical practice.\u003c/p\u003e \u003cp\u003eSome participants (47%) perceive the Anatomage table as less time-consuming, addressing the challenges of traditional cadaveric dissection. Given the limited time for practicals, some researchers suggest using prosected gross specimens to mitigate the labor-intensive nature of dissection [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. Additionally, several participants recommended integrating the Anatomage table into routine teaching. This underscores the necessity for curricular reforms to incorporate technology and align anatomy education with modern educational standards.\u003c/p\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eLimitations of the study\u003c/h2\u003e \u003cp\u003eThe study was limited to preclinical level one students at the Huye campus of the University of Rwanda. Therefore, findings from this study cannot be generalized to represent all preclinical students in Rwanda. Furthermore, the questionnaire solely gathered student opinions on the use of the Anatomage table in their learning, making it difficult to assess the extent of their learning, as this aspect was not included in the questionnaire.\u003c/p\u003e \u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe study indicates that the Anatomage table enhances understanding of topics and relationships while aiding the visualization of anatomical structures. This technology could be crucial for developing strong anatomical knowledge among both preclinical and clinical students at the University of Rwanda and across Africa.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors would like to thank the medical students who consented to be part of this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor Contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eVBA, SO, AM, and JG conceptualized the study, VBA, SO, AM, AO, PN, SH, CN, and JG designed the study. VBA, SO, AM, AO, PN, SH, CN, MY, and DB collected the data. VBA, MY, and DB conducted statistical analysis. VBA, SO, AM, and AO conducted data interpretation. VBA, SO, AM, and AO drafted the initial manuscript. All authors approved the final version for publication.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflict of interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNone\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNone \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical statement:\u0026nbsp;\u003c/strong\u003eEthical approval No. 509/CMHS IRB/2024 was obtained from the Institutional Review Board (IRB), College of Medicine and Health Sciences (CMHS), University of Rwanda (UR). All participants were treated according to the ethical principles outlined in the World Medical Association Declaration of Helsinki 2024. The gross specimens were managed in compliance with Rwanda\u0026rsquo;s Anatomy Law, Official gazette No. 16/03/2023.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformed Consent\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eParticipants were informed about the research\u0026apos;s aim and voluntarily consented to participate after reading the consent form.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical Trial Number\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot Applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003eData availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets are available on figshare repository [28]. https://doi.org/10.6084/m9.figshare.28236080.v1 \u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eGashegu J., Hakizimana D., Ncogoza I., Nyundo M., Ntirenganya F. 2023. Impacting surgical training: Role of surgical anatomy dissection courses. Rwanda Medical Journal, Vol. 80, no. 1, p. 91-101, 2023. https://dx.doi.org/10.4314/rmj.v80i1.13\u003c/li\u003e\n\u003cli\u003eAyesha haque, ayesha naveed, muhammad imran ashraf, shazana rana, tayyeba iftikhar mirza, ayesha ghassan. 2022. Effect of integrated sessions of anatomy and physiology on academic performance: a pilot study. P J M H S Vol. 16, No.02\u003c/li\u003e\n\u003cli\u003eTurney, B. Anatomy in a Modern Medical Curriculum. annals 2007, 89, 104\u0026ndash;107, doi:10.1308/003588407X168244. \u003c/li\u003e\n\u003cli\u003eAtlasi MA, Moravveji A, Nikzad H, Mehrabadi V, Naderian H. Learning styles and strategies preferences of Iranian medical students in gross anatomy courses and their correlations with gender. Anat Cell Biol 2017; 50(4): 255-260. \u003c/li\u003e\n\u003cli\u003eAlmizani, M.S.; Alotaibi, M.A.; Bin Askar, M.F.; Albaqami, N.M.; Alobaishi, R.S.; Arafa, M.A.; Jumaa, M.I. Clinicians\u0026rsquo; and Students\u0026rsquo; Perceptions and Attitudes Regarding the Anatomical Knowledge of Medical Students. AMEP 2022, Volume 13, 1251\u0026ndash; 1259, doi:10.2147/AMEP.S370447. \u003c/li\u003e\n\u003cli\u003eFeigl, G.; Sammer, A. The Influence of Dissection on Clinical Anatomical Knowledge for Surgical Needs. Surg Radiol Anat 2022, 44, 9\u0026ndash;14, doi:10.1007/s00276-021-02802-w. \u003c/li\u003e\n\u003cli\u003eFillmore EP, Brokaw JJ, Kochhar K,Nalin PM. Understanding the current anatomical competence landscape: Comparing percep- tions of program directors, residents, and fourth-year medical students. Anat Sci Educ 2016; 9(4): 307-318. \u003c/li\u003e\n\u003cli\u003eCheung CC, Bridges SM, Tipoe GL. Why is Anatomy Difficult to Learn? The Implications for Undergraduate Medical Curricula. Anat Sci Educ. 2021 Nov;14(6):752-763. doi: 10.1002/ase.2071. Epub 2021 Apr 2. PMID: 33720515 \u003c/li\u003e\n\u003cli\u003eSlominski T, Grindberg S, Momsen J. Physiology is hard: a replication study of students\u0026apos; perceived learning difficulties. Adv Physiol Educ. 2019 Jun 1;43(2):121-127. doi: 10.1152/advan.00040.2018 \u003c/li\u003e\n\u003cli\u003eSlieker, J.C.; Theeuwes, H.P.; van Rooijen, G.L.; Lange, J.F.; Kleinrensink, G.-J. Training in Laparoscopic Colorectal Surgery: A New Educational Model Using Specially Embalmed Human Anatomical Specimen. Surg Endosc 2012, 26, 2189\u0026ndash;2194, doi:10.1007/s00464-012-2158-y. \u003c/li\u003e\n\u003cli\u003eten Brinke, B.; Klitsie, P.J.; Timman, R.; Busschbach, J.J.V.; Lange, J.F.; Kleinrensink, G.-J. Anatomy Education and Classroom Versus Laparoscopic Dissection-Based Training: A Randomized Study at One Medical School. Academic Medicine 2014, 89, 806\u0026ndash;810, doi:10.1097/ACM.0000000000000223. \u003c/li\u003e\n\u003cli\u003eSugand K, Abrahams PH, Khurana A. The Anatomy of Anatomy: A Review for Its Modernization. AnatSci Educ. 2010;3:83-93.\u003c/li\u003e\n\u003cli\u003eFauzia qureshi, uzma waseem, raafea tafweez, syeda zakia, sibgha fatima, fariha qureshi. 2022. Use of anatomage virtual dissection table for teaching anatomy in\u003cem\u003e \u003c/em\u003eMedical college. P J M H S Vol. 16, No. 12\u003c/li\u003e\n\u003cli\u003eFruhstorfer BH, Palmer J, Brydges S, et al. The use of plastinated prosections for teaching anatomy--The view of medical students of the value of this learning resource. Clin Anat. 2011;24:246-52.\u003c/li\u003e\n\u003cli\u003eGoshu, Bahiru. (2020). Teaching gross anatomy: Anatomage table as an innovative line of attack.\u003c/li\u003e\n\u003cli\u003eOwolabi, J. O., Ojiambo, R., Seifu, D., Nishimwe, A., Masimbi, O., Okorie, E., \u0026amp; Ineza, D. (2022). A Study of Anatomy Teachers\u0026rsquo; Perception and Acceptance of the Anatomage Table Technology and Digital Teaching Materials in the Training of Medical and Allied Health Students. \u003cem\u003eCureus\u003c/em\u003e, \u003cem\u003e14\u003c/em\u003e(12). https://doi.org/10.7759/cureus.32163\u003c/li\u003e\n\u003cli\u003eBin Abdulrahman KA, Jumaa MI, Hanafy SM, Elkordy EA, Arafa MA, Ahmad T, Rasheed S. Students\u0026apos; Perceptions and Attitudes After Exposure to Three Different Instructional Strategies in Applied Anatomy. Adv Med EducPract. 2021 Jun 4;12:607-612. doi: 10.2147\u003c/li\u003e\n\u003cli\u003ePaech D, Giesel FL, Unterhinninghofen R, et al. Cadaver-specific CT scans visualized at the dissection table combined with virtual dissection tables improve learning performance in general gross anatomy. Eur Radiol. 2017;27:2153-60.\u003c/li\u003e\n\u003cli\u003eDuparc F. 3D-Virtual Dissection Table: We did not imagine how much it will be useful for teaching anatomy and clinical anatomy. Rev Arg Anat Clin. 2017;9:9-10.\u003c/li\u003e\n\u003cli\u003eFredieu JR, Kerbo J, Herron M, et al. Anatomical Models: a Digital Revolution. Med Sci Educ. 2015:25:183-94.\u003c/li\u003e\n\u003cli\u003eRwanda Statistical YearBook (2019 ed.).\u003cem\u003e National Institute of Statistics of Rwanda (NISR). 2019. pp. 18 (xviii). \u003c/em\u003e\u003cem\u003eISBN\u003c/em\u003e\u003cem\u003e \u003c/em\u003e\u003cem\u003e978-99977-43-44-2\u003c/em\u003e\u003cem\u003e.\u003c/em\u003e\u003c/li\u003e\n\u003cli\u003eNyamweya, N. , Yekka, P. , Mubutu, R. , Kasozi, K. and Muhindo, J. (2017) Staff Absenteeism in Public Health Facilities of Uganda: A Study in Bushenyi District on Contributing Factors. \u003cem\u003eOpen Journal of Nursing\u003c/em\u003e, \u003cstrong\u003e7\u003c/strong\u003e, 1115-1130. doi: 10.4236/ojn.2017.710081.\u003c/li\u003e\n\u003cli\u003eKoney, N.KK., Ansah, A.O., Asaku, B.N.A. \u003cem\u003eet al.\u003c/em\u003e Anatomage virtual dissection versus traditional human body dissection in anatomy pedagogy: insights from Ghanaian medical students. \u003cem\u003eBMC Med Educ\u003c/em\u003e\u003cstrong\u003e24\u003c/strong\u003e, 1059 (2024). https://doi.org/10.1186/s12909-024-06029-2\u003c/li\u003e\n\u003cli\u003eJohnson EO, Charchanti AV, Troupis TG. Modernization of an anatomy class: from conceptualization to implementation. A case for integrated multimodal-multidisciplinary teaching. Anat Sci Educ. 2012;5(6):354\u0026ndash;366. doi: 10.1002/ase.1296; \u003ccite\u003eMitchell BS, Stephens CR. Teaching anatomy as a multimedia experience. Med Educ. 2004;38(8):911\u0026ndash;912. doi: 10.1111/j.1365-2929.2004.01946.x\u003c/cite\u003e\u003c/li\u003e\n\u003cli\u003eKavvadia EM, Katsoula I, Angelis S, Filippou D. The Anatomage Table: A Promising Alternative in Anatomy Education. Cureus. 2023 Aug 6;15(8):e43047. doi: 10.7759/cureus.43047. PMID: 37692592; PMCID: PMC10484354\u003c/li\u003e\n\u003cli\u003eK\u0026uuml;\u0026ccedil;\u0026uuml;k S, Kapakin S, G\u0026ouml;ktaş Y. Learning anatomy via mobile augmented reality: effects on achievement and cognitive load. Anat Sci Educ. 2016;9(5):411\u0026ndash;421. doi: 10.1002/ase.1603\u003c/li\u003e\n\u003cli\u003eBaratz G, Wilson-Delfosse AL, Singelyn BM, Allan KC, Rieth GE, Ratnaparkhi R, Jenks BP, Carlton C, Freeman BK, Wish-Baratz S. Evaluating the Anatomage Table Compared to Cadaveric Dissection as a Learning Modality for Gross Anatomy. Med Sci Educ. 2019 Mar 26;29(2):499-506. doi: 10.1007/s40670-019-00719-z. PMID: 34457507; PMCID: PMC8368845\u003c/li\u003e\n\u003cli\u003eArchibong, Victor (2025). Anatomage table (Questionnaire) (Responses).xlsx. figshare. Dataset. https://doi.org/10.6084/m9.figshare.28236080.v1\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Anatomage table, 3D technology, medical education, preclinical students, anatomy learning","lastPublishedDoi":"10.21203/rs.3.rs-5987932/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5987932/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eIntroduction\u003c/strong\u003e: Anatomy is a major course taken by medical and dental surgery students in their preclinical year, serving as the foundation for patient care in clinical practice. Many preclinical students find anatomy challenging and abstract, highlighting the need for educators to adopt innovative teaching methods, such as utilizing 3D technologies like the Anatomage table. This study aimed to assess the student’s opinion on the use of the anatomage table technology on anatomy learning at the University of Rwanda.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethodology\u003c/strong\u003e: This cross-sectional study involved 118 first-year preclinical students at the Huye campus of the University of Rwanda. After a month of instruction on selected topics in the Human Anatomy II module (focusing on the trunk, pelvis, and perineum), a Google questionnaire was distributed. Students participated in 32 contact hours, including lectures and practical sessions, prior to completing the questionnaires. The reliability of the questions was assessed using Cronbach's Alpha, and responses were measured on a 5-point Likert scale (ranging from 5 for \"strongly agree\" to 1 for \"strongly disagree\"). Data were analyzed descriptively using Microsoft Excel and SPSS version 21, with a significance level set at P≤0.05.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e: The Anatomage table significantly enhanced the understanding of the topics along with dissection (P≤0.05), visualization of different parts of the human body (P≤0.05), and the understanding of the anatomical relationships (P≤0.05).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion\u003c/strong\u003e: Anatomage table was helpful in facilitating understanding of the topics and relationships, as well as visualization of anatomical structures.\u003c/p\u003e","manuscriptTitle":"Students’ Opinion on The Use of The Anatomage Table In Anatomy Learning At The University Of Rwanda","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-02-21 17:02:09","doi":"10.21203/rs.3.rs-5987932/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-03-13T04:54:05+00:00","index":"","fulltext":""},{"type":"reviewerAgreed","content":"305552174589156623399607439109491850366","date":"2025-03-09T15:14:43+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-03-05T12:59:46+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-03-05T08:50:52+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"142111042048280421511275944212149623622","date":"2025-03-05T06:49:13+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-03-01T20:33:47+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"76472493549575715245242083709614992623","date":"2025-03-01T17:09:15+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"217731364221986811823740619205845340506","date":"2025-02-26T09:26:57+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"316666104988293487457136293872876601037","date":"2025-02-24T16:31:34+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-02-24T05:42:47+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-02-20T09:54:11+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-02-19T09:52:28+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2025-02-08T12:58:44+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"63c962ab-cea7-4c59-847d-d1f7c60ff5d0","owner":[],"postedDate":"February 21st, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-09-08T19:53:06+00:00","versionOfRecord":[],"versionCreatedAt":"2025-02-21 17:02:09","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5987932","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5987932","identity":"rs-5987932","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}