An intensive anatomy by whole‐body dissection elective: A longitudinal study

Abstract

Whole body dissection, once a long-held method of learning and teaching in anatomy medical education, has largely been replaced by cost and time-reduced methods of teaching. This paper reports on a longitudinal study of student knowledge acquisition and retention, following six annual intensive eight-week elective anatomy by whole body dissection (AWBD) courses implemented between 2010 and 2015, utilizing a modified team-based learning (TBL) pedagogy. A total of 160 students completed the intensive full-time courses. During each course, students, in groups of five or six, completed the dissection of a whole cadaver. Students were assessed by a standardized practical test involving the accurate identification of 20 different tagged anatomical structures. All students (n = 160) completed pre-course and end-course individual assessments. Seventy students were assessed again 1 month after the course ended. A further 71 students were assessed 7 months later. A marked increase in topographical relational anatomical knowledge was demonstrated. The median pre-course score was 9/20 (interquartile range 5). The median end-course score was 19/20 (IQR 2), a statistically significant increase (p < 0.001). The assessments for the 70 students reassessed1 month after the course ended showed no significant statistical change. The assessments for the further 71 students assessed 7 months later also showed no significant statistical change. The results of this study demonstrate that AWBD, provides significant acquisition and maintenance of three-dimensional regional relational anatomical knowledge. As an elective, AWBD has a place in the medical curricula, particularly for students interested in a surgical or procedural based specialty career.

Ensino da anatomia: dissecção em associação com a tecnologia no curso de Medicina

“…A qualificação de respostas sugere que dissecções cadavéricas programadas em sequência com casos de PBL promovem autoconfiança, porém sem melhores notas nos exames 22 . Já o TBL, em grupos de cinco-seis componentes que completaram a dissecção de um cadáver inteiro em curso eletivo anual (oito semanas), promoveu aumento acentuado em testes de reconhecimento de estruturas anatômicas, mesmo sete meses após sua conclusão 23 .…”

A comparison of pre‐ and post‐clinical education learning preferences among medical students who elected to dissect compared to those who did not during the COVID‐19 pandemic

“…Gross anatomy dissection as an elective activity became the default in some programs during the COVID‐19 pandemic since it limited personal interactions and ensured student safety. It is one alternative to the traditionally required full‐body dissection and has gained attention in recent years (Burgess et al., 2022; Eppler et al., 2018; Moxham & Pais, 2016; Olowo‐Ofayoku & Moxham, 2014) since it is reported to facilitate individualized pathways toward a preferred specialty, reduces in‐class time commitment, and generally minimizes instructional costs (Agarwal et al., 2015; Lumb & Murdoch‐Eaton, 2014). Elective dissection also capitalizes on personal motivation and individualized decision‐making that may improve clinical competencies and learning attitudes (Plaisant et al., 2014).…”