Time-lapse dissection videos: traditional practice in a new, digital format

Figures & data

Figure 1. Representation of the set-up used to record time-lapse videos 1-4. Hardware was kept at a consistent distance from each other and from the specimen. Warmth and intensity of lighting were kept consistent as fluctuations in movement and lighting are exaggerated by time-lapse and reduce video quality. Light emitting diode (LED) lights were essential to avoid a horizontal wave-form effect appearing on time-lapse footage.

Figure 2. Screenshots to show digital highlighting and labelling of structures. Note that post-production edits were achievable without training and with widely available software. A) Image from video 3 showing highlighting of rectus abdominus and related features. B) Image from video 4 showing great veins highlighted in blue.

Figure 3. Responses to the question: ‘How useful do you consider the time-lapse videos for teaching?’ n = 10.

Figure 4. Thematic map showing themes and sub-themes following thematic analysis of questionnaire data. These themes relate to time-lapse video 1 and reflect feedback from physician associate students learning anatomy without access to dissection.

Table 1. Feedback comments from physician associate students supporting the themes identified in relation to time-lapse video 1.

Examples of feedback comments supporting the theme ‘useful resource’ include:

‘Very helpful and informative’

‘The time-lapse helped me to connect my work experience [in surgery] with the anatomy lecture’

Examples of feedback comments supporting the sub-theme ‘instructive’ include:

‘I think it is a really good learning resource and would be useful in showing the dissection approach before starting a dissection class’

‘I think it would be a useful resource to prepare students beforehand’

Examples of feedback comments supporting the sub-theme ‘interesting’ include:

‘I thought it was interesting and shows anatomy in a completely different way to normal teaching’

‘It is interesting to watch if not given the opportunity to do it yourself’

Examples of feedback comments supporting the theme ‘requires clarification’ include:

‘Labelling and voice over is important for those who don’t know the particular anatomy of the body when watching the time lapse’

‘confusing to know what you are looking at and its significance’

Examples of feedback comments supporting the sub-theme ‘needs labels’ include:

‘The timelapse on its own is a good demonstration piece on how to perform dissection but without labels or audio narration it is limited on how much anatomical knowledge can be learnt’

‘It was helpful but will be more useful if labelled’

Examples of feedback comments supporting the sub-theme ‘needs commentary’ include:

‘A commentary or labelling would be useful to pinpoint structures and explain what is being performed’

‘If the videos had a commentary with them then they would be even more useful and informative’

Figure 5. Graph to show the overall rating each Y1 student gave to the dissection videos ‘as an educational resource’ on a scale of 1-10, where 1 is worst and 10 is best. N = 35.

Figure 6. Y1 medical students were asked how helpful they found individual features of the videos. N = 35.

Figure 7. Y1 medical students were asked to what extent they agreed with these statements about the dissection videos. N = 35.

Figure 8. Graph to show whether Y1 and Y2 medical students believe they would benefit from dissection videos. Y1: n = 68. Y2: n = 57.

Figure 9. Graph to show whether students would prefer to perform their own dissections during anatomy classes. Data expressed as percentage. Y1: n = 66. Y2: n = 60.

Figure 10. Thematic map showing themes and sub-themes following analysis of focus group data. These themes relate to time-lapse videos 2-4 and reflect feedback from intercalating medical students with extensive experience of dissection.

Table 2. Feedback comments from intercalating medical students supporting the themes identified in relation to time-lapse videos 2-4.

Examples of feedback comments from the theme ‘comprehensive view of dissection’ include:

‘I really liked how you showed the removal of the superficial and deep fascia before you could come across the muscles because I feel as a first year when you start dissecting you’re like, oh, there’s muscle, there’s the skin and I'm just expecting that to be just underneath it and that’s not the truth. It’s quite laborious to actually get every bit of fatty tissue out before you can start distinguishing the different layers. I also liked how you physically removed all the muscles properly rather than having a video where they were already pre-removed and just reflecting them. So I liked that you showed the entire process because that’s really helpful.’

Examples of feedback comments from the sub-theme ‘continuity’ include:

‘I really liked it when you paused it and added on labels or highlights, I liked how it continued from that specific point in time. Like there was no cut scene and then like the video started again and just give a really good sense of continuity which I thought was really cool.’

‘The thing that always used to get me with the Acland videos is that it was slow, but then it was also choppy. Because it was so slow you could tell they’d cut it down, but they’ll be like, oh now, the Pec major and minor muscles are reflected and they’d all be gone but they wouldn’t show the process. So I felt like it flowed better, which helped the pacing and also you deliver the information quicker, which I think helped as well.’

Examples of feedback comments from the sub-theme ‘satisfying’ include:

‘One thing I want to add is that it’s oddly satisfying to see all that fascia getting removed. I do like that sped up kind of version of it rather than cutting it all out. So yeah, it’s a strange point, but I think as a student it’s kind of satisfying to see all of it getting cleaned up.’

Examples of feedback comments from the sub-theme ‘engaging’ include:

‘I really liked the length, like they weren’t too long that you weren’t like Oh my God when is this going to be done, you were engaged the whole time.’

Examples of feedback comments from the theme ‘preparation for dissection’ include:

‘I think they’d be useful before we have the actual session. I think that would be a good way of giving a quick overview for a couple of minute video to actually watch someone go through it first. Then before you do it you can then see OK this is where we’re going to get to this so you can then literally just translate it across or put it up like pre reading before the session. I don’t know how many actually do pre-reading but it’s quicker than reading through textbooks. I think they’re more likely to watch a short video to revise before going into the DR as they actually know what they’re going to come across beforehand.’

Examples of feedback comments from the sub-theme ‘reduce anxiety’ include:

‘I think it can be a bit overwhelming not knowing what to do (in dissection) so I think having instructions about how to do it rather than just sort of having a go is actually useful. think that would be really easy to follow and I think it would really help. I wasn’t particularly nervous when I first did my first dissections but I think if you are a little bit unsure, I think it actually shows this is what’s going to happen.’

Examples of feedback comments from the theme ‘concise videos are appreciated’ include:

‘Before even starting the video, when I see something that says this video is 15 minutes long, you tend to look for something that’s shorter. If you see something that says 4 minutes, you’ll know that they get straight to the point of the video and you’re not going to be trying to fast forward to get to where you want to be.’

Examples of feedback comments from the theme ‘videos cannot replace active dissection’ include:

‘I always found no matter how many pictures or videos I got shown of the inguinal canal, it’s one of those things I could never get my head round, whereas I think in dissection if you can put your hand physically into it, figure out from every single angle, then you’re more likely appreciate from at least one of those different orientations, whereas with like a video or a picture you’re only ever going to get showing it from the one viewpoint, and if that’s not sinking in… so I think having it physically in front of you, you can manipulate it however you want and that’s probably the best way to learn something.’