Abstract: SA-PO0974
Reimagining Peritoneal Dialysis Training: A Multimodal Cadaver and Imaging-Based Lab Experience for Nephrology Trainees
Session Information
- Educational Research
October 24, 2026 | Location: Exhibit Hall A, Convention Center
Abstract Time: 10:00 AM - 12:00 PM
Category: Educational Research
- 1000 Educational Research
Authors
- Malone, Erica R., University of Arkansas for Medical Sciences, Little Rock, Arkansas, United States
- Huitt, Tiffany W., University of Arkansas for Medical Sciences, Little Rock, Arkansas, United States
- Singh, Manisha, University of Arkansas for Medical Sciences, Little Rock, Arkansas, United States
Background
Training in peritoneal dialysis (PD) requires an understanding of anatomy, spatial relationships, and procedural technique, yet opportunities for immersive, anatomy-based learning are limited after the basic science portion of medical school curriculum. We developed an innovative laboratory experience for nephrology trainees which integrates traditionally embalmed cadaveric donors, CT scans, cross-sections, and ultrasound on lightly embalmed cadavers (LECs) to enhance PD education.
Methods
This lab was designed to bridge the gap between theoretical knowledge, complex spatial relationships, and procedural application. Trainees rotated through stations that included (1) gross anatomical review with traditionally embalmed donors; (2) digital imaging and cross-sectional views for three-dimensional understanding; and (3) hands-on ultrasound examination for visualization of the layers of the peritoneal cavity, and relevant landmarks. Faculty anatomists and practicing nephrologists coordinated guided discussions linking anatomical findings to PD catheter placement, common complications, and troubleshooting strategies. Participants were asked to complete in a brief survey following the activity.
Results
All 10 participants either agreed or strongly agreed that the experience was worth their time and that using the cadaver to review structures was helpful. Both written and verbal feedback was positive.
Conclusion
This integrated and interdisciplinary approach promotes active learning, spatial reasoning, and procedural confidence while exposing trainees to multiple modalities to enhance anatomical and spatial understanding. Combining traditional cadaveric anatomy with modern imaging and ultrasound techniques offers a reproducible and scalable model for enhancing education. Such experiences are viewed as helpful and worthwhile experiences, may improve trainee preparedness, support safer procedural practice, and strengthen nephrology training programs. Future implementation will include evaluation of specific benefits and opportunities to practice procedural skills.