Anatomy lives in the dissection hall: Post‐Covid‐19 perception of students

Basavanna, Pushpa Nagavalli; Ravishankar, M. V.; Arora, Dyuksha

doi:10.1002/ase.2156

Cited by 6 publications

(5 citation statements)

References 25 publications

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“…Our results indicate that with the pandemic raging, an ethical decision had to be made regarding dissection, after identifying core values that the method of dissection entails and that play a substantial role in the professional development of future doctors. Our results join other reports of faculties' coping with the crisis by maintaining a dissection program in these circumstances during and after the crisis, thereby acknowledging dissection as a gold standard for anatomical education (Darras et al, 2018; Bond & Franchi, 2020; Franchi, 2020; Ross et al, 2021; Basavanna et al, 2022; MacPherson & Lisk, 2022).…”

Section: Discussionsupporting

confidence: 87%

Israeli medical faculties' response to the COVID‐19 crisis vis‐à‐vis anatomical education: The cultivation of future academic leadership—A national mixed‐methods study

Mesner Fireizen,

Finkelstein,

Tsybulsky

et al. 2023

Anatomical Sciences Ed

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The COVID‐19 crisis created unprecedented conditions for the medical academic system that enable it to showcase the real value of learning approaches in anatomical education. In parallel, the ongoing reassessment of the role of dissection in medical training, given the huge advances in imaging technology and science education, continued. The present study investigates the response of the six Israeli medical faculties to the pandemic vis‐à‐vis anatomical education. We reached out to medical students studying anatomy at the time of the crisis (N = 311), advanced medical students working as anatomy instructors (N = 55), and deans and heads of anatomy departments (N = 6). Applying a mixed‐method approach, we used Likert scale questionnaires and held in‐depth interviews with faculty members. Our results indicate that Israeli medical faculties were committed to a dissection‐based anatomy curriculum and made substantial efforts to maintain it in the face of health restrictions. Students appreciated these efforts as this was their preferred learning method. Through a phenomenological analysis of interviews, we demonstrate how the crisis opened up a unique prism through which new insights into the debated role of dissection may be gleaned. Our analysis also reveals that anatomy instructors played a pivotal role in the crisis, not only because they carried out faculty policy, but especially because it gave them the opportunity to determine policy and show leadership. The crisis additionally enabled faculties to cultivate their leadership skills. Our research confirms donor body dissection as a mainstay of anatomical education and emphasizes its immeasurable value to the curriculum and future physicians.

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Section: Discussionsupporting

confidence: 87%

Israeli medical faculties' response to the COVID‐19 crisis vis‐à‐vis anatomical education: The cultivation of future academic leadership—A national mixed‐methods study

Mesner Fireizen,

Finkelstein,

Tsybulsky

et al. 2023

Anatomical Sciences Ed

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“…Cadavers are known to be the best teachers in revealing the intricate anatomy of the human body. There is no doubt that ongoing pandemic has caused a significant decrease in the availability of cadavers for anatomy learning [16]. Apart from that staggering body donation program and the cost of running dissection labs, ethical issues have caused hindrance in universal adoption of wet lab teaching to medical students [2].…”

Section: Concept Of Visualisation In Anatomymentioning

confidence: 99%

Visualization in Anatomical Sciences for Effective Teaching and Learning

Basavanna

Ravi

2023

Galician med. j.

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Anatomy is one of the basic subjects of medical science. Medical students gain detailed knowledge of human body by dissecting cadavers. Hence, cadaveric dissection has become an essential tool in teaching and learning anatomy. In anatomy, visualization plays an important role in understanding the spatial orientation of structures. Due to technological advancement and a shortage of cadavers, there is a need to look for various complementary tools which can provide an adequate visualization of bodily structures. This issue was very well understood and reflected during the recent pandemic when cadaveric dissection was substituted by experimenting with various teaching tools. In this paper, we have tried to briefly describe the various options that can complement/supplement dissection and assist in self-directed learning.

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“…Despite existing evidence that student dissection affords little if any advantage over study from prosected specimens (Wisco et al, 2015; Aziz et al, 2019; Lackey‐Cornelison, 2020) or technologically derived models (Fasel et al, 2016; McMillan et al, 2020; Frithioff et al, 2021), the act of dissection especially for novice first‐year medical or other health professions students continues to hold a highly acclaimed position in the teaching and learning of anatomy (McMenamin et al, 2018; Wilson et al, 2019; Basavanna et al, 2022). Its claim, built solely on perceptions of students and teaching faculty appears to be marked by consistent indications of student anxiety, discomfort, and lack of confidence in their ability to meet expectations of high‐quality outcomes.…”

Section: Is Dissection the Most Effective Tool In The Hands Of The No...mentioning

confidence: 99%

“…Again, the incursion of submissions and publications in Anatomical Sciences Education journal bears testament to how resourceful, innovative, and creative educators have been in continuing to offer learners the donor experience (Barash et al, 2021; Manzanares‐Céspedes et al, 2021). However, despite multiple reported successes, anatomists' discussions still reflect elements of doubt with a petition to “go back to normal,” a desire for a subsidence back into the familiarity of the dissection room (Basavanna et al, 2022). Understandably, for courses where dissection was a central curricular objective, impact of disruption was hardest felt.…”

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confidence: 99%