The Development of a Globally Accessible Interactive Anatomy Web Atlas

I nformation gained from cadavers is instrumental and applicable to a range of academic courses in health care programs. Despite being foundational, cadavers do not travel to other learning environments, such as clinical skills or small group learning. Furthermore, students may not have access to labs at irregular hours, or access to a TA when studying individually, thus creating inefficiency in their review. Additionally, it is often challenging for students to use lab time productively, since it is commonly a students first exposure to a specimen or region. This results in time being spent on dissecting techniques as opposed to thorough learning of the specimen. When considering these difficulties faced by students, we asked ourselves how to make the anatomy lab mobile, allowing access to cadaver‐based information anytime, anywhere . To then tackle these barriers we developed an interactive comprehensive e‐atlas. Open access to cadaveric material would promote efficient lab preparation, post‐lab practice, and encourage integration of anatomy in other courses. From our previously developed interactive radiology tool; students found the easy access and interactivity critical to its success. This e‐atlas is populated with clickable photographic images and a variety of interactive quizzes and modules. A formative assessment component within this tool increases its utility, giving users the means to control their learning. We want to challenge students to think in different ways, and test them without the help of multiple‐choice options. By asking type‐in questions, we aim to simulate more situational learning (eg. in an OR or on the wards) where questions may be asked on the spot. The use of secondary questions additionally challenges users to think about physiology in the context of anatomy. Student feedback identified when anatomy is synthesized with different pieces of curricula, it adds depth to learning and understanding. The primary objective of the e‐atlas is to develop a mobile and supplemental anatomy tool, encouraging self‐directed study and improved preparation for labs. The e‐atlas was developed by photographing cadaveric specimens and subsequently editing the photos in Adobe Photoshop. After imperfections were removed, color masks were created highlighting structural features. A consistent color code was used for repeated structures, creating a pattern in the learner's mind. I mages were coded in html5 for web publication. A list of structures accompanies each image. W hen a name is clicked, it s structure is highlight ed on the photo. The landing page of clincalanatomy.ca contains boxes corresponding to chapters in an atlas. Clicking a box takes the user to the central hub of learning resources for that body region. This layout shows the user what is available to them, letting them decide how to best proceed in their learning. Results of the website and interactive e‐atlas are available for use at clinicalanatomy.ca. An interactive e‐atlas gives students flexibility to study anatomy how and when they prefer. Th e ability to openly access cadaver materials will streamline anatomical learning in fast paced and dense health care programs around the globe.

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