Anatomy: Spotlight on Africa

Kramer, Beverley; Pather, Nalini; Ihunwo, Amadi O.

doi:10.1002/ase.28

Cited by 49 publications

(64 citation statements)

References 47 publications

(38 reference statements)

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“…They stress the acquisition of essential anatomical skills including the power of observation, identification and interpretational abilities, which are essential for effective and safe clinical practice (Boon et al, 2002). Additional issues such as the decreasing pool of skilled anatomy lecturers and technicians, maintenance of cadaveric facilities, fewer cadaveric donations have complicated the debate around teaching in the discipline (Sugand et al, 2013) as well as in the African context (Kramer et al, 2008). According to Bekele et al (2011), several medical schools in the United Kingdom, for example, have phased out dissection altogether.…”

Section: Introductionmentioning

confidence: 99%

Learning Anatomy Through Dissection: Perceptions of a Diverse Medical Student Cohort

Wyk

Rennie

2015

Int. J. Morphol.

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SUMMARY:The debate on how best to teach anatomy and the central role of cadaveric dissections in medical training remains topical even today. Despite the use of a variety of teaching methodologies e.g. prosected specimens, plastinated specimens, cadaveric dissection and computer-assisted learning, the amount of time dedicated to a full body human dissection programme, its clinical relevance and whether it promotes deeper learning has become a bone of contention in problem-based learning context. The implementation of student centred, PBL curricula means that students' learning is autonomous, and studies suggest the link between students' approaches to learning with their perceptions of their learning environment. Therefore, this study explored the perceptions of an educationally diverse medical student cohort in a 5 year problem-based learning programme who learned anatomy through the dissection method, elaborating on the value of this subject to their medical studies. Quantitative and qualitative data was collected and thematically analysed. One hundred students of the MBChB2 cohort (44%) completed the questionnaire. The majority of the respondents (70%) reported a positive experience during anatomical dissection in terms of visual and clinical application whilst gaining anatomy understanding and skill. Students with prior educational qualifications (mature) and first time school leavers voiced similar complaints. Student responses differed qualitatively on how they benefitted from the dissection. This study confirms that dissection remains an effective method for basic anatomy teaching even in PBL contexts. It concludes with strategies to enhance the learning experiences of educationally diverse students.

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Section: Introductionmentioning

confidence: 99%

Learning Anatomy Through Dissection: Perceptions of a Diverse Medical Student Cohort

Wyk

Rennie

2015

Int. J. Morphol.

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“…A recent study of Nigerian medical students' attitudes to dissection carried out at the Ambrose Alli University in Ekpoma revealed that 90% of students considered cadaver dissection to be an important and indispensable component to their study of human anatomy (Izunya et al, 2010). Indeed, most medical schools across the globe still maintain the practice of cadaver dissection (Kramer et al, 2008;Drake et al, 2009;Sugand at al., 2010).…”

Section: Introductionmentioning

confidence: 99%

Formal body bequest program in Nigerian medical schools: When do we start?

Akinola

2011

Anatomical Sciences Ed

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Human body dissection is a prerequisite for the training of health professionals and the conduct of medical research. However, most Nigerian medical schools experience difficulty obtaining an adequate and regular supply of human tissue. Presently, the major source of anatomical material comes from unclaimed bodies collected from hospital mortuaries. However, one sure way to ensure a regular supply of bodies for anatomical dissection is to establish a whole body bequest program among the departments of anatomy in Nigerian medical schools. If such a program were to be supported by an appropriate legislative act of parliament, the supply of acceptable cadavers for anatomical teaching and research would be substantially increased. The author advocates for establishing a whole body bequest program among Nigerian medical schools. Anat Sci Educ 4: 239-242.

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“…Anatomical education programs within Africa are currently following the rest of the world's example by introducing PBL into their curricula. A survey by Kramer et al in 2008 showed that PBL is used in medical school curricula of countries such as Egypt, Nigeria, and South Africa (Kramer et al, 2008). Southern African medical schools also employ traditional tracts with one school in particular, although not specified in the Kramer et al (2008) report that has both traditional and PBL tracts.…”

mentioning

confidence: 95%

“…A survey by Kramer et al in 2008 showed that PBL is used in medical school curricula of countries such as Egypt, Nigeria, and South Africa (Kramer et al, 2008). Southern African medical schools also employ traditional tracts with one school in particular, although not specified in the Kramer et al (2008) report that has both traditional and PBL tracts. It is also evident that human body dissection remains a strong component of the majority of African curricula (Kramer et al, 2008).…”

mentioning

confidence: 95%

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Anatomy education in Namibia: Balancing facility design and curriculum development

Wessels

Vörster

Jacobson

2011

Anatomical Sciences Ed

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The anatomy curriculum at Namibia's first, and currently only, medical school is clinically oriented, outcome-based, and includes all of the components of modern anatomical sciences i.e., histology, embryology, neuroanatomy, gross, and clinical anatomy. The design of the facilities and the equipment incorporated into these facilities were directed toward simplification of work flow and ease of use by faculty, staff, and students. From the onset, the integration of state of the art technology was pursued to facilitate teaching and promote a student-centered pedagogical approach to dissections. The program, as realized, is comprised of three 16-week semesters with seven hours of contact time per week, namely three hours of lectures and four hours of dissection laboratory and microscopy time. Set outcomes were established, each revolving around clinical cases with integrated medical imaging. The design of the facility itself was not constrained by a legacy structure, allowing the School of Medicine, in collaboration with architects and contractors, to design the building from scratch. A design was implemented that allows for the sequential processing of cadaveric material in a unidirectional flow from reception, to preparation, embalming, storage, dissection, and maceration. Importantly, the odor of formaldehyde typically associated with anatomy facilities was eliminated outside of the dissection areas and minimized within via a high-performance ventilation system. By holistically incorporating an integrated curriculum, facility design, and teaching at an early stage, the authors believe they have created a system that might serve as a model for new anatomy programs.

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Anatomy: Spotlight on Africa

Cited by 49 publications

References 47 publications

Learning Anatomy Through Dissection: Perceptions of a Diverse Medical Student Cohort

Learning Anatomy Through Dissection: Perceptions of a Diverse Medical Student Cohort

Formal body bequest program in Nigerian medical schools: When do we start?

Anatomy education in Namibia: Balancing facility design and curriculum development

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