Impact of Simulation-based Education on Learning Outcome and Technology Acceptance in Postgraduate Anatomy Students

Mohammadi, Shabnam; Emadzadeh, Ali; Hedjazi, Arya

doi:10.22038/fmej.2025.89729.1669

Impact of Simulation-based Education on Learning Outcome and Technology Acceptance in Postgraduate Anatomy Students

Document Type : Original Article

Authors

¹ Department of Anatomy and Cellular Biology, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

² Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

³ Legal Medicine Research Center, Legal Medicine Organization, Tehran, Iran

10.22038/fmej.2025.89729.1669

Abstract

Background: Simulation-based education is an effective method for developing students practical skills. Considering the importance of the anatomy course and the growing need for modern teaching approaches, the aim of the present study was to investigate the effect of simulation-based education on learning outcomes and technology acceptance of Master of Science students in the field of anatomy.
Method: This study was based on an interventional design. Twenty Master of Science students in the field of anatomy were divided into two groups: a control group (taught with traditional lectures) and an experimental group (taught with fixed cadaver simulator software). Learning was assessed based on students’ academic scores and technology acceptance was assessed using Chen's Technology Acceptance Questionnaire. Data were analyzed using SPSS 26, software employing the independent t-test and Pearson’s correlation coefficient.
Results: There were significant differences between the experimental and the control groups in learning outcomes (p = 0.01) and technology acceptance (p = 0.01). Analysis of statistics revealed significant differences in the subscales of perceived ease of use (p = 0.03) and perceived insecurity (p = 0.02) between the two groups. Additionally, there was a significant correlation between learning score and age (p = 0.003) as well as gender (p = 0.001).
Conclusion: Compared to traditional lecture-based method, simulation-based education significantly enhanced learning and increased technology acceptance among Master of Science students in anatomical sciences. Furthermore, individual factors such as age and gender were associated with learning performance. These findings suggest that simulation-based methods can serve as effective tools in teaching practical and complex subjects such as anatomy.

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