A human dissection training program at Indiana University School of Medicine‐Northwest

Abstract

As human cadavers are widely used in basic sciences, medical education, and other training and research venues, there is a real need for experts trained in anatomy and dissection. This article describes a program that gives individuals interested in clinical and basic sciences practical experience working with cadavers. Participants are selected through an open application process and attend sessions focused on anatomical terminology, gross anatomy and radiography, and some of the educational applications of human cadavers. Dissection skills are honed during an intensive, two-day cadaver dissection and orthopedic workshop. Participants communicate the knowledge they gain through table-side discussions, reflect upon the experience during a memorial service, and submit written program evaluations. Additionally, the dissection and preparation of cadaveric materials accomplished in this course are used in the medical school gross anatomy course during the next academic year. From 2004 through 2008, the annual number of applicants increased from 40 to 167, and the number of participants increased from 25 to 43 per year. Program participants have represented diverse ethnic, educational, and professional backgrounds. Feedback from participants has been remarkably positive, including comments on the large amount of learning that takes place during the sessions, the positive impact the program has had on career choice, and the desire for program expansion. This program, which could be replicated at other institutions, teaches anatomy, prepares cadaveric prosections for teaching and training others, and encourages participants to pursue careers in anatomical and biomedical sciences.

A change in paradigm: Giving back identity to donors in the anatomy laboratory

“…Student doctors at most medical schools have dieners, or other university employees, who care for their donors (Trotman and Nicholson, 2009). In sharp contrast, students at IUSM-NW are the only custodians of their first patients (Talarico and Walker, 2007;Talarico, 2010). Upon arrival at the campus, each actively receives his/her patient, and assumes responsibility for transport, storage, and maintenance of their patient (Fig.…”

“…As such, one of the ways students can demonstrate respect for this patient is by working as hard as they can and learning as much as possible from their ultimate teacher, the cadaver donor (Talarico and Prather, 2007;Talarico, 2010). Student doctors have a three-fold obligation: (1) to make the personal commitment to take fullest advantage of the gift that has been placed before them, (2) to learn as much as possible about the human body from their first patient, and (3) to perform the dissection to fulfill the mandate to become as knowledgeable and competent as one is able (Sukol, 1995).…”

“…Another aspect that increases knowledge is the active inclusion of hands-on clinical applications for each region dissected and studied. For example, students perform a total knee arthroplasty when studying the lower extremity; endotracheal intubation and tracheostomy when examining the thorax; ultrasound examinations (on each other or standardized patients) when studying the abdomen and pelvis; and blood draws (using simulation units) when studying the upper extremity (Talarico, 2010). Students must explain and integrate the ''anatomy'' learned from their patients as they demonstrate techniques to faculty.…”

“…It is also a time to begin the next step in the journey-implementing the lessons learned from the first patient into a long career of service. For some students, contact with family members continues through clinical training and beyond (Talarico and Prather, 2007;Talarico, 2010;Lewis-West and Hiatt, 2011;Talarico, 2011).…”

“…At Indiana University School of MedicineNorthwest (IUSM-NW) in Gary, Indiana, a new approach is being cultivated that upends convention by seeking to involve the families of those being dissected in the anatomy laboratory with the students who are performing the dissection (Talarico and Prather, 2007;Talarico and Walker, 2007;Talarico, 2010;Helliker, 2011). The rationale behind this approach is that information from families can augment medical knowledge, and that exposing medical students to grieving relatives can enhance the skills and competencies of future physicians.…”