Background: Anatomy, a building block for safe medical practice is in the midst of a downward spiral in the current education system. The traditional teaching of Gross Anatomy is done by cadaveric dissection which is insidiously being supplemented or substituted by novel modalities like e-learning. E-learning facilitates learning through the online delivery of course content using new electronic technologies via the internet. The rising costs of ensuring cadaver availability, health risks associated with formalin, psycho-religious biases, dearth of trained personnel, and time constraints have led to this paradigm change. Moreover, the new Competency-Based Medical Education (CBME) curriculum has also advocated the use of multiple teaching-learning methods. Objectives: The present study was undertaken to evaluate the perception of students and faculty on supplementing traditional cadaveric dissection with a prior session of a video-based e-learning module. Methods: A prevalidated set of five videos concerning lower limb dissection was shown before actual cadaveric dissection, one video every week, to 150 medical students of first phase MBBS in GMC Jammu. After completion of the above-mentioned module, prevalidated feedback questionnaires were given to students and faculty, as well as a focus group discussion among students was organized to observe the prevalent perception. The analysis was done using Microsoft Excel. Results: The majority of the students (83%) agreed that the video content was clear and easy to understand. About three-fifths (59%) of participants found the content helpful in addressing their revision needs. Two-thirds of respondents (66%) found the narration video helpful to their learning. In general, students favoured the expansion of e-learning course access for other topics in the future (61%). The faculty also found video-based e-learning feasible and useful. Conclusions: Most of the students thought that supplementary video-based e-learning had a positive impact on their learning of Gross Anatomy. They wanted these sessions to be conducted twice (i.e., both before and after the dissection) and also suggested some infrastructural improvements. The faculty observed that supplementing e-learning modules to traditional cadaveric dissection helped create interest, and motivation and improve the learning of students.
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