A follow-up comparative study of two modes of learning human anatomy: By dissection and from prosections

Nnodim, Joseph O.; Ohanaka, E.C.; Osuji, CU

doi:10.1002/(sici)1098-2353(1996)9:4<258::aid-ca8>3.0.co;2-a

Cited by 65 publications

(51 citation statements)

References 6 publications

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“…Numbers followed by percentages in bracket. The results of this study contradict some previous studies of anatomy curriculum, which revealed high student satisfaction for curriculums using prosections, images and small group PBL modules, but not cadaver dissection (Nnodim et al, 1996;Dinsmore et al, 1999;McLachlan et al, 2004). Due to the heterogeneity of gross anatomical courses and comparison of students from different cultures, it is very difficult to evaluate which course design is better in learning gross anatomy.…”

Section: Discussioncontrasting

confidence: 96%

Students’ evaluation on a two-stage anatomy curriculum

Leung

Lue

et al. 2006

Medical Teacher

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This study evaluated students' perspectives of the two-stage anatomy course, which is designed to retain the time-honored tradition of cadaver dissection and to include innovative components into anatomy education. A total of 94 sixth-year medical students completed a questionnaire survey at the end of the second stage anatomy course. The results showed that more than half of the students were satisfied with the twostage anatomy course. Students found that cadaver dissection was most helpful in learning anatomy. The two-stage anatomy course can enhance understanding and memory of anatomical knowledge. However, students disagreed on whether or not the two-stage course can reduce the burden of learning or that the parallel study of anatomy and the 'Life and Death' course could change their attitude toward death more effectively. National Licensing Examination revealed no obvious change after the implementation of the new anatomy course. Traditional and innovative components in anatomy curriculum could coexist in harmony. We provided an alternative for those who wanted to retain cadaver dissection in a reformed curriculum. Further study is needed to evaluate the adequacy of anatomy knowledge and student performance in the long run.

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Section: Discussioncontrasting

confidence: 96%

Students’ evaluation on a two-stage anatomy curriculum

Leung

Lue

et al. 2006

Medical Teacher

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“…This includes the use of prosections versus dissections of cadaveric materials [2,3], problem-based learning (PBL) [4,5], virtual-reality surgical simulators [6], computer-aided instruction [7] amongst others. Plastination was introduced by Professor Gunther von Hagens in 1977 [8] as a method of preservation of cadavers and biological OPEN    ACCESS specimens keeping it fulsome, lifelike and indefinitely antiseptic.…”

Section: Introductionmentioning

confidence: 99%

The Awareness of Medical Students in Nigerian Universities about the Use of Plastinated Specimens for Anatomical Studies

Azu¹,

Peter²,

Etuknwa³

et al. 2012

Macedonian Journal of Medical Sciences

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Over the past decade, the role of anatomical teaching in the undergraduate medical curriculum has changed considerably. At some medical schools, active dissection of cadaveric specimens is gradually being replaced by prosection-based methods and other resources such as e-learning, use of plastinated materials and models. Academic faculties in some of our medical schools are recently obtaining necessary skills in plastination technology which would aid in the future production and usage of plastinated prosections. The latter would be used as adjunct to wet cadaveric specimens in undergraduate anatomy teaching. The aim of this study was to examine students' views on the use of plastinated prosections for their anatomical learning. This was a cross-sectional study using questionnaires and focus group for data collection. The questionnaire was completed by 280 undergraduate medical and anatomy students out of 300 (response rate 93%). The majority of students (70%) have never heard of plastination before while 40 % of the remainder heard through the internet. Also, 94.29% rated plastinated prosections as a valuable resource for their anatomical learning and would want to learn about the technique. While 75% of respondents felt that students would benefit immensely from plastinated prosections, more than 78% said it should be used alongside other cadaveric materials. We conclude that plastinated prosections are an adequate resource for the early stages of undergraduate training, but that the learning experience may be further enhanced by providing opportunity for the study of wet cadaveric material.

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“…Because of this restriction, the approach chosen uses prosected or previously‐dissected cadavers instead of student‐dissected cadavers. The prosection approach saves a significant amount of time (Nnodim, 1990, 1996; Drake et al, 2009) and evidence suggests that students learn anatomy using prosections as well as students doing their own dissections (Jones et al, 1978; Nnodim, 1990, 1996). After making this decision the next question focused on who would do the prosections.…”

Section: Introductionmentioning

confidence: 99%

Molecular Recognition at the Active Site of Factor Xa: Cation–π Interactions, Stacking on Planar Peptide Surfaces, and Replacement of Structural Water

Salonen

Holland

Kaib

et al. 2011

Chemistry A European J

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Factor Xa, a serine protease from the blood coagulation cascade, is an ideal enzyme for molecular recognition studies, as its active site is highly shape-persistent and features distinct, concave sub-pockets. We developed a family of non-peptidic, small-molecule inhibitors with a central tricyclic core orienting a neutral heterocyclic substituent into the S1 pocket and a quaternary ammonium ion into the aromatic box in the S4 pocket. The substituents were systematically varied to investigate cation-π interactions in the S4 pocket, optimal heterocyclic stacking on the flat peptide walls lining the S1 pocket, and potential water replacements in both the S1 and the S4 pockets. Structure-activity relationships were established to reveal and quantify contributions to the binding free enthalpy, resulting from single-atom replacements or positional changes in the ligands. A series of high-affinity ligands with inhibitory constants down to K(i)=2 nM were obtained and their proposed binding geometries confirmed by X-ray co-crystal structures of protein-ligand complexes.

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A follow-up comparative study of two modes of learning human anatomy: By dissection and from prosections

Cited by 65 publications

References 6 publications

Students’ evaluation on a two-stage anatomy curriculum

Students’ evaluation on a two-stage anatomy curriculum

The Awareness of Medical Students in Nigerian Universities about the Use of Plastinated Specimens for Anatomical Studies

Molecular Recognition at the Active Site of Factor Xa: Cation–π Interactions, Stacking on Planar Peptide Surfaces, and Replacement of Structural Water

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