Presented By: Michael Herr, University of Alabama at Birmingham
Co-Authors: Christopher Cesiro, University of Alabama at Birmingham
James Martin, University of Alabama at Birmingham

Purpose
Anatomical donor dissection remains a critical component of health science education. Basic science educator shortages and increased enrollment necessitate the evolution of outdated teaching methods. Learner use of dissection videos has historically shown mixed outcomes. Moreover, recently reported video creation methods are unwieldy, expensive, and inefficient. We propose a simple, time- and cost-efficient way to increase student engagement and discuss the outcomes, pearls, and pitfalls of creating an "eDissection" manual. 

Methods 
A GoPro camera was mounted to a microphone stand providing a low-profile, affordable method of creating 42 short donor dissection videos (length range: 0:34 - 3:02 [MM:SS]). The Rise 360 web-app was used to generate unique training modules exported and securely disseminated to learners. Students engaged with content before and during sessions to guide dissection steps and view interactive structure checklist. Embedded GIF images guided technique; built-in sorting, matching, and flashcard quizzes provided retrieval practice and immediate feedback to learners. Qualtrics evaluation surveys gathered feedback and suggestions for improvements. 

Results 
Responses (n=52) from ratings and narrative feedback indicated that learners found the modules helpful to guide dissection (8.8/10 ± 1.3) and understand content (8.6/10 ± 1.5). The modules were easier to follow than traditional laboratory manuals and were preferred because they alleviated prep anxiety and provided more knowledge about specific expectations. Suggestions for improvement included more videos, tagged structures on donors that the students could identify on their own, and more active learning and retrieval practice activities. 

Conclusion 
The use of a novel "eDissection" manual web-app is preferred by students over traditional commercial and in-house manuals. The creation process was time- and cost-efficient and is easy to replicate. Interactive features of the manual are largely preferred by learners. These improvements to outdated laboratory pedagogy are an example of how healthcare education can evolve to meet the needs of learners.