Perceptions Between Medicine Students on the Use of Anatomage and Other Practice Methods for Anatomy Teaching

One of the most important subjects in medical education is
the human anatomy. A good background in anatomy prepares...

offers various benefits. This system will not only assist students to learn anatomical details, but also provide the appreciation of 3D structures. It can help young students to learn the complex anatomy structure and their special relationship better and faster than only using traditional methods [7].

Material and Methods
Classically and nowdays we are using different methods to teach practical human anatomy. We included in this survey five Useful, 5. Very useful. We use a Google Forms model. The survey was sent to a group of second-year students who were preparing as military doctors at the University Defense Center located in Madrid.
At the end, we got a total of 32 good and complete surveys. Our goal was to evaluate the level of interest and usefulness experienced by students using these techniques. Statgraphics Centurion XV was used for statistical analysis. For each of the methods of practice evaluated and described above, an analysis of variance (ANOVA) was performed to determine whether there are significant differences between the corresponding means to the value of interest and usefulness students experience when studying these five different anatomical methods. To calculate which means are significantly different from others with a 95.0% confidence level, Fisher's least significant difference (LSD) method was used.

Result
In the ANOVAS analyzed, significant differences have been found with a level of P < 0.000 between the Anatomage and all the other methods studied. Prossections and dissections were the most valued of all the practice methods with significant differences of p<0,000 with the Anatomage that was the less valued. No   Patel. & Moxham (2006) state that recent developments in the medical curriculum have led to marked changes in the teaching of macroscopic anatomy. This change has implied a decrease in the curricular contact time of the students with the human body and the use of new methods for anatomical teaching. Some "modern"

Discussion
anatomists have welcomed the arrival of these novel methods, while other more "traditional" anatomists have struggled to maintain the use of cadaveric dissection. After studying these changes with a questionnaire, the authors observed that 98% of anatomists think that gross anatomy plays an important role in clinical medicine.
And 69% of them support the use of dissection [8] Cadaver dissection is an irreplaceable part of anatomy education to enrich the student experience and knowledge.
The prossection and dissection are necessary to appreciate the complexity and multidimensionality of the human body, and to learn the basic language of medicine [11]. Pabst [12]on 2009 considered about the anatomy curriculum, that dissection is very important, but the main matter in the medical curriculum is to prepare a well-trained doctor. Anatomage-based training has proven to be effective. It has been observed that more publications appear with greater student acceptance, achieving better test scores, with more effective practice sessions in the classroom and laboratory. The precise details and rich content attract the interest and attention of students, leading to more effective learning outcomes as Professor Duparc points out [13]. The use of cadaver CT scans and full-size virtual dissection tables significantly improved the performance of medical students in gross anatomy. Therefore, medical imaging and virtual dissection should be considered part of the standard curriculum of macroscopic anatomy [6,13].
Custer and Michael [14] concluded that students appreciate learning with this technology and think it is a beneficial and effective tool to prepare them to enter a healthcare profession. In addition, the table allows exploration and learning of human anatomy and experience simulation of easy surgical procedures. It is possible to cut from the surface of the body to the inner body with a scalpel, as well as to view images of three-dimensional sections in all three spatial planes [15,16]. The controversy arises when the Anatomage is compared with other traditional methods of teaching anatomy such as dissection. A year ago we published an article based solely on an observational and subjective analysis from impressions about the advantages of using Anatomage for easier learning of anatomy practice by students. We observe very interested and highly motivated students to study the different practices taught. The students could see the internal relationships between organs and structures, could rotate views and perform different cutting levels, so it was easy to understand how these structures related. Another advantage is the possibility of storing Anatomical information and images and comparing them on a computer with information from textbooks, atlases or web pages and videos [17].
In this article, based on objective data taken from the survey, of 200 full texts about the topics related to cadaver dissection in the past three decades wrote that cadaver dissection is obsolete in medical training. But at the end, he reached the conclusion that cadaver dissection is still a part of medical training in modified ways. Following Krishnaveni, S. et al. [21] small group teaching in the form of cadaveric dissection or demonstration is the method which the students feel is best to understand Anatomy. The modern methods of teaching anatomy with power point presentations or virtual anatomy are only a supportive methods to understand anatomy. Anatomage will offer in a short future the augmented reality eyepieces that can be used to overlay imaging of the patient over his or her actual body and anatomical structures will then be automatically recognised on the patient's body [22].

Conclusion
Proven opinions on the interest and usefulness of the different teaching methods of practical virtual anatomy will continue, with a difficult agreement, including dissections and anatomy. Without a doubt, a useful way to reconcile different opinions may be to take into account the opinion of the students. But, above all, by conducting objective studies (surveys, questionnaires, observational analyzes) administered at the beginning and end of the degree and at the graduate level. As explained in the studies carried out in different publications, about the results of the learning achieved with the different teaching methods of anatomy practices. And we must also have the opinion of the professionals of the Anatomy and other subjects that are part of the Medicine curriculum.