Purpose
One year after implementing an eDissection manual to guide the laboratory experience of health science learners, we have longitudinal evidence of the intervention’s use and user satisfaction. Prior to implementation, learners relied on non-specific “hit lists”, third-party videos, and spiral-bound manuals to fumble through learning. Our institution has fully adopted the eDissection manual to guide dissection, tailor content to learning objectives, and test knowledge in an interactive, no-stakes, formative environment.

Methods
The Articulate 360 software suite was used to develop and distribute the eDissector manual. Rise 360 was used to create lessons for individual laboratory sessions. Interactive osteology identification activities were created using Storyline 360. Reach 360 was used as a seamless learning management system to distribute the lessons and track use. This study was approved by our institutional review board (IRB-300008673) and data was retrospectively analyzed from two second-year (MS2) modules: neurosciences and musculoskeletal and skin. Data include number of logins, time spent during each login, digital mock performance, and percentage of lesson completion. Comparisons were made between each module.

Results
After both modules, eDissector use has equilibrated to between 58.3% and 67.8% of the MS2 class. Average use (h:mm:ss) ranged from 0:49:35 to 1:04:01 with max use between 4:11:31 and 6:32:50 and a total of 102 and 112 hours spent in the lessons. Between 31-43% of users attempted the no-stakes “digital mock” as practice for the practical. A 46% response rate suggests users find the lessons helpful (8.86 ± 1.49) and are likely to use them again (9.00 ± 1.87)

Conclusions
After two highly involved dissection modules in the second-year curriculum, the eDissector continues to be utilized by over half of learners. Users express high levels of satisfaction with the manual and continue to provide constructive input to improve future iterations.