Fig 1.
The Pirogov interactive anatomy table.
Fig 2.
Representative views from the Pirogov interactive anatomy table showing anatomical visualization and virtual dissection functions.
Table 1.
Thematic grouping of the 10-item Likert questionnaire.
Fig 3.
Pre-test and post-test knowledge scores by teaching modality (Pirogov table vs cadaveric dissection).
The graphs showed mean pre-test and post-test scores for Group A (Pirogov interactive anatomy table; n = 99) and Group B (cadaveric dissection; n = 89). Both groups demonstrated significant improvements from pre-test to post-test (paired t-test, p < 0.001 for each group). Post-test scores were not significantly different between groups (independent t-test, p = 0.656; n.s.). Error bars indicate standard deviation (SD).
Table 2.
Overall Likert-scale domain scores of participants (n = 188).
Fig 4.
Likert-scale domain scores by cohort (Year 1 vs Year 2 medical students).
The graphs presented mean domain scores (± SD) from the 10-item Likert questionnaire comparing Year 1 (Y1; n = 139) and Year 2 (Y2; n = 49) students across four domains: Knowledge and Understanding; Spatial Visualization and Relationships; Learning Experience and Engagement; Effectiveness and Practical Value. Between-cohort comparisons were performed using Welch’s t-test due to unequal sample sizes. A statistically significant difference was observed only for Learning Experience and Engagement (p = 0.023), while other domains were not significant (Knowledge and Understanding p = 0.095; Spatial Visualization and Relationships p = 0.428; Effectiveness and Practical Value p = 0.099; n.s.). Error bars indicate standard deviation (SD).