Is Dissection a Must for Better Knowledge Among Future Doctors (original) (raw)
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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
The role of traditional dissection in medical education
2010
Dissection is being sidelined in medical education .Computers and other alternative teaching tools are replacing cadavers in the modern anatomy curriculum. Evidence based literature suggests that cadaver dissection is highly effective in establishing and retaining anatomy concepts. The newer teaching modalities must be reassessed in terms of their affectivity in establishing core knowledge rather than their convenience. The traditional dissection laboratory must remain the center for teaching and learning anatomy.
The dissection course – necessary and indispensable for teaching anatomy to medical students
Annals of Anatomy - Anatomischer Anzeiger, 2008
Anatomy is a major basic subject in medicine and related biomedical sciences. A central tool most universities use for teaching anatomy is the ''dissection course'', in which medical students learn the basic constructional principles of the human body by dissecting a cadaver. In recent years, the relevance and value of the dissection laboratory have been under discussion at different universities due to high costs and problems of shortness in time in some medical curricula. Indeed, during the last 10 years, several universities in the US and the UK have abandoned dissection and have moved from a cadaver-oriented to a cadaverless anatomy. This development results in a fundamental discussion on the role of the ''dissection course'' in the medical curriculum, ultimately raising the question as to whether we should continue teaching anatomy by dissection. This article presents nine arguments for the dissection course as a central tool for teaching macroscopic anatomy and is an attestment to the continuation of the use of cadaver material in anatomical laboratories within the auspices of scholastic and university order for the benefit of future physicians with due respect and honour guaranteed for every donor.
Should we continue teaching anatomy by dissection when …?
The Anatomical Record Part B: The New Anatomist, 2006
The central role that human dissection has long held in clinical education is being reevaluated in many institutions. Despite the impression that many institutions are abandoning dissection, very few have and most of those have reinstated dissection within a few years. What are the inherent qualities that lead institutions back to dissection? In our efforts to redesign a shortened dissection course, our consultations with a broad range of clinicians lead us to understand how the rhythms of clinical practice are modeled and developed in the small-group setting of the dissection laboratory. Following further consultation with colleagues who have experimented with different models of anatomy instruction, we discuss three themes in support of dissection. First, problem-solving in the dissection laboratory develops the habits-of-mind of clinical practice. Second, relating dissection to imaging modalities develops the spatial reasoning skills needed to understand computer simulations, interpret imaging data, and interact with surgeons, radiologists, and patients. Third, the human face of dissection fosters self-reflection and integration of the cognitive and affective skills required for medical practice. Through group process, the collaborative effort of dissection teams develops essential of attributes of clinical professionalism. Anat Rec (Part B: New Anat) 289B: 215-218, 2006.
International Journal of Advanced Research, 2020
Along with significant advances in technology, information and imaging tools, the resource for teaching anatomy has made a huge leap in education system. In this way, there are a huge number of instruments and methods, ranging from computer, to live body scan, as well as virtual three images, pro-section, plastic models, plastinated, and synthetic simulators that look as good as part of a real human being. These modern educational tools are clean, durable, odorless, hassle-free, and aesthetical in the sense that students do not need training. This is different from the traditional dissection session. This advancement in technology has gained many followers of the therapeutic education community. In the current educational context, anatomy has been polarized into two belief systems. Modernists who regard the separation of the dead as outdated and unnecessary, and traditional theorists believe that anatomy is the key to education. In order to work with the process of training and training future health professionals, this change in perceptions of teachers needs to be analyzed from a larger perspective who will one day face living patients. Although the history of dissection has been well-studied, little attention has been paid to the use of living body in anatomy education. This study briefly reviews the historical perspective living anatomy. In addition, we discuss the value of individual dissection and executive use versus biometric and medical imaging studies. Finally, we consider future prospects: in the use of imaging and simulation techniques, in evaluating the educational method, and the use of art in supporting anatomical understanding (2). Historical perspective of dissection: Cadaveric dissection has been the anatomy education as the Renaissance. Further, the significant experience of medical teaching after 16 th and 17 th centuries. Therefore, cadaveric dissection brings out often in medical education, even though regularly in semi-official and informal manner. The private anatomy schools have been created in conjunction with hospital-based specialized courses in the UK and elsewhere. However, "Royal College of Surgeons" decided not to take summer courses as qualifications for college diplomas in 1822. It began to disrupt the activities of private medical schools as well as the 1832 Anatomy Act strengthened this process. At the hospitalbased Anatomy School, there are strict rules for performing surgery, where the bodies of their deceased patients can be used (as a free treatment for stricter survival). This is a professional training model from an "apprenticeship model" of medical training (often limited to one-on-one instruction) to a large group of students where the primary purpose of teaching has shown a significant shift in education. Along with that, a suitable distinction can be drawn among the observation of dissection (that was the mainstay of Renaissance teaching through the "Anatomy Theatre") as well as active dissection by the student themselves. In the United Kingdom, a method known as the "Paris Method" that gave each student their own executive responsibility. This is because students travel abroad as part of medical training. Step by step, dissection is considered a modern method and observation is associated with second class activities (3) .
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.
Indian Journal of Clinical Anatomy and Physiology, 2020
Introduction: Medical as well as paramedical students are first exposed to the subject of Anatomy and cadaveric dissection during commencement of their studies. The cadaveric dissection is said to be an essential component to the anatomy curriculum. In recent times, with advancing technologies newer methods of learning anatomy have also been introduced. Objective: The objective of the present study was to evaluate and understand the approach, understanding and views of the first year medical students towards the cadaveric dissection as well as its impact. Materials and Methods: This study was conducted on a cohort of the first year medical student, where a total of 324 students of first year MBBS were recruited and circulated a preset proforma of questions in the form of two separate questionnaires. The responses of the students were recorded and analyzed. Observations and Results: It was observed that 97% of the students considered the cadaveric dissection an integral part of the a...
Medical Science Educator
Rapidly advancing technologies have undeniably altered how medical education is taught; the anatomy lab is no exception. With a recent shift away from traditional cadaveric dissection and towards technology-based learning methods, medical educators are left wondering what students learn beyond the basics of anatomy during their course of human dissection. Especially considering the recent dramatic changes to the way medical education is conducted in the new era of a global pandemic, we must ensure students are not missing learning experiences that are critical to their development as future physicians. What are students gaining from cadaveric dissection that they otherwise could not gain from technology-based learning alone? Thematic qualitative analysis was used to review surveys collected from four anatomy classes over a two-year period; line-by-line coding of the surveys was then arranged into themes representative of specific learning experiences gained uniquely from human dissection. These themes demonstrated evidence of professional identity formation, self-reflection, and building teamwork skills; importantly, many students demonstrated a shift in thinking about their cadaver as less of a tool and more of a patient, which allowed them to generalize their experience in lab towards their future careers in medicine. These unique learning experiences cannot be replicated with technology-based learning alone. While cadaveric dissection may play a smaller role in the future of medical education, we must ensure we continue to provide students with learning experiences that are critical to their development as medical providers, especially if these experiences go beyond the anatomy basics.
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.
The Practice of Dissection as Teaching Methodology in Anatomy Applied to Medical Education
International Journal of Morphology, 2010
In 2003, the UFG Faculty of Medicine, to revamp its educational project, reduced the hourly load of some subjects, among them those of anatomy, which in general leads to eliminate the practice of dissection. This practice is essential for the basic training of students, being then used in other sciences such as pathology. The objective of this study was to compare and link data between groups that made or did not make dissection after the anatomy course. Questionnaires were issued to 86 medical students from the UFG Faculty of Medicine, and from these, 10 made dissection and 76 did not. Analyzing the answers, it was found that both groups recognize the importance of this practice for the knowledge of the anatomy discipline and for future disciplines or their profession. It follows that dissection could help in the consolidation of post-modern paradigm in medical education since it improves the attention and learning of students.