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Do screen display systems improve anatomy student performance?

Technology has provided various didactic tools for the anatomy classroom, including interactive screen display systems that supplement traditional cadaver‐based teaching methods. Our study investigates whether adding such display systems influences student performance. We followed a cohort of 623 students enrolled in an anatomy course over four semesters (2013–2015) that met inclusion criteria. The students enrolled in the first two semesters dissected cadavers only, while the students enrolled later used a SECTRA table display system and dissected cadavers. We find that grades in the anatomy course improved significantly (p<0.00) when the display system was implemented in the curriculum.