The Anatomage table in medical education: perceptions and associated factors among students in Rwanda

Abstract

BACKGROUND: Gross anatomy is foundational in medical education and is traditionally taught through cadaveric dissection. However, post-COVID-19 technological advancements have introduced digital tools, such as the anatomage table (AT), which offers interactive 3D virtual dissection to enhance learning outcomes and overcome logistical challenges. OBJECTIVE: This study assessed the perceived educational benefits of AT and associated factors among medical students at the University of Global Health Equity (UGHE), Rwanda. METHODS: A cross-sectional analytical study using a structured, validated questionnaire was conducted among 148 first- to third-year Bachelor of Medicine and Bachelor of Surgery students. Data were collected using the KoboToolbox and analyzed using SPSS. Chi-square tests and logistic regression were used to identify factors associated with perceived educational benefits of AT. A p-value < 0.05 with a 95% confidence interval was considered statistically significant. RESULTS: Of the 135 participating medical students (response rate of 91.2%), 83.0% perceived AT as beneficial, while 83.7% demonstrated good practice and a favorable attitude toward its use. Additionally, 65.9% of the participants reported improved learning due to the use of AT. Logistic regression identified female sex (AOR = 3.51, CI: 1.26-9.76), good practice (AOR = 3.05, CI: 1.26-7.36), and perceived learning improvement (AOR = 4.45, CI: 2.26-9.13) as significant predictors of perceived benefits. CONCLUSION: This study shows that students perceived AT as a beneficial educational tool for learning gross anatomy and associated it with a positive attitude and improved learning experience.