Unveiling challenges in cadaveric dissection for medical education – a study of student perspectives (original) (raw)
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Medical Students Embarking On Their Career With Cadaver Dissection
European Journal of Molecular & Clinical Medicine, 2020
Objective: This study was initiated with an aim to recognize the various perspectives, attitudes and beliefs of the undergraduate medical students of Hayat Medical college to human cadaver dissection. Their physical and emotional responses for coping with cadavers were also recognized. Students were also asked for their opinion regarding utilization of alternative digital methods for understanding human body. A structured questionnaire was administered to 220 students (PC1, PC2, C1 and C2) all at the same time in August 2016. The mean age for males was considered as 23.9±0.9 and for females as 22.7±0.7 years respectively. Results: Out of 22(11.5%) students who did not perform dissection their reason was found to be low motivation in 3.6%, fear in 2.1% and the irritating odor of the preserving chemical in 1.6%. 39.1 percent of the subjects felt considerable anxiety and stress in the dissection room during their initial exposure. Many students did not report any abnormal reaction after being exposed to cadavers for the first time, however; eye irritation was a common symptom experienced. 133 students (69.3%) strongly supported cadaver dissection and refuted its role in hampering their ethnicity and culture. 71.9% students deny any benefits of other digital instructional materials like videos and models over cadavers. Conclusion: This study found that eye irritation, nausea and, fear and stress are some of the symptoms reported by MBBS students when they are first exposed to a cadaver in the dissecting room. It is, therefore, very important that anatomy instructors bring up new ideas/strategies to reduce such problems in the dissecting room. Pointing out such problems faced by students should also urge medical professors and tutors to indulge into new innovational strategies for teaching anatomy. (1)
Cadaver Dissection Is Obsolete in Medical Training! A Misinterpreted Notion
Medical Principles and Practice
Cadaver dissection (CD) is considered a tool for studying the structural details of the human body. Lately, conflicting opinions regarding the utility of this modality in medical training have been published in medical literature. This review of the literature examines the status of anatomy teaching with CD in traditional, modern, and postgraduate medical training across the world. Literature published in the English language on topics related to CD in the past 3 decades was scrutinized using different search engines. About 200 full texts were reviewed. We describe how medical schools have continued to include CD in anatomy teaching in the traditional or modified form. Medical schools that stopped or decreased CD have learnt from their experiences, and have restarted it in modified forms by integrating it vertically with medical training. In addition, CD activities have increased in postgraduate anatomy courses, surgery training, and voluntary/optional CD programs. CD, when integra...
Reflections of Medical Students’ on Cadaveric Dissection in Present Scenario
International journal of current research and review, 2016
Objective: Continuation of cadaveric dissection in era of computer assisted learning is losing its charm in many medical schools worldwide. For the past few years, we were observing that our undergraduates were not able to complete the whole body dissection in time. Therefore, we planned to substitute dissection with demonstration of carefully dissected parts (prosections). The views of students were taken regarding dissection and demonstration of prosections for learning anatomy. Methods: A questionnaire regarding perception of human cadaveric dissection, preference towards demonstration of prosections for anatomy learning and problems encountered during dissection was distributed to the first year MBBS students (n=243) immediately after completion of first professional examination. Results: Majority (78%) of students were in favor of performing dissection but only 45% students performed dissection when the chance was given to them. 49% students did not dissect all the allotted reg...
Role of cadaveric dissections in modern medical curricula: a study on student perceptions
Anatomy & Cell Biology, 2015
knowledge of anatomy is imperative for crucial medical skills that include eliciting a clinical history and examination as well as clinical reasoning that would contribute to diagnostic acumen and patient management. The significance of anatomical sciences notwithstanding, the introduction of newer learning and teaching approaches such as problembased learning (PBL), new streams such as communication skills, bioinformatics and abridged curricula that reflect graduate-entry medical programs have necessitated a drastic reduction in time and resources dedicated for anatomy teaching, for the most part the dissection, as has been traditionally taught in a typical five-year undergraduate medical program [2, 3]. Anatomy has been taught using different approaches including didactic lectures; practical sessions based on models, pro-sected materials, cadaveric dissection and
Cureus, 2023
Cadaveric dissection, as a learning tool, has been a part of Indian medical education. Worldwide, with reforms in medical education and the introduction of new learning modalities, cadaveric dissection has been complemented with other modalities such as living anatomy and virtual anatomy. This study aims to collect the feedback of faculty members regarding the role of dissection in the present context of medical education. The method of the study involved a 32-item questionnaire to collect responses; they were collected using the 5-point Likert scale along with two open-ended questions. In general, the closed questions covered these sections: learning styles, interpersonal skills, teaching and learning, dissection, and other learning modes. The principal component analysis was used to explore the multivariate relationships among the items' perceptions. The multivariate regression analysis was conducted between the construct and the latent variable to develop the structural equation model. Four themes, PC1 (learning ability with structural orientation), PC2 (interpersonal skill), PC3 (multimedia-virtual tool), and PC5 (associated factors) had positive relation and were treated as a latent variable motivation for dissection, and theme 4 (PC4, safety) had a negative correlation and was treated as a latent variable repulsion for dissection. It was found that the dissection room is an important place for learning clinical and personal skills, along with empathy, in anatomy education. Safety issues and implementation of stress-coping activities during the induction phase are required. There is also a need to use mixed-method approaches that integrate technologyenhanced learning such as virtual anatomy, living anatomy, and radiological anatomy with cadaveric dissection.
Journal of Evolution of medical and Dental Sciences, 2015
Robert liston has said that “The foundation of the study of the art of operating must be laid in the dissection room.’’ Hundred medical students of first professional MBBS of Government medical college Jammu were asked to fill up a questionnaire Performa. Students appreciate diversity as all learn differently. By conducting this study we wanted to know about each students own personal view about dissection, their challenges, frustrations, rewards, experiences etc. Upon compiling the data it was inferred that although dissecting a cadaver is challenging but still this age old method is the most preferred method to learn anatomy, though they wanted the newer methods of teaching like learning from models, dissected specimens, etc. to supplement it.