Art macabre: Is anatomy necesary?

Fahrer, Marius

doi:10.1046/j.1440-1622.2001.2160.x

Cited by 12 publications

(13 citation statements)

References 2 publications

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“…Melbourne, personal communication). However, many students remarked that this concept, best imparted by anatomical dissection, produced a clarity of understanding of regional relational anatomy not appreciated before 19 , 21 …”

Section: Discussionmentioning

confidence: 99%

Back to the future: teaching anatomy by whole‐body dissection

Ramsey‐Stewart

Burgess

Hill

2010

Medical Journal of Australia

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Objective: To evaluate the 2010 “Anatomy by whole body dissection” course, a 7‐week elective course offered to senior medical students at the University of Sydney at the end of their third year. Design, setting and participants: In the 2010 course, 29 students divided into eight groups carried out whole‐body dissections on eight cadavers over a 34‐day period. Surgical trainees acted as demonstrators, and surgeons and anatomists as supervisors. The students were assessed by practical tests involving the identification of 20 tagged structures in four wet specimens before, during, at the end of, and 1 month after the course. In addition, students were asked to complete an anonymous feedback questionnaire about the course. Main outcome measure: Acquisition of topographical anatomical knowledge, and student feedback on the usefulness of the course. Results: A significant increase in topographical clinical anatomical knowledge was demonstrated among the participants and was maintained in the short term. The median pre‐course assessment score was 8/20 (interquartile range [IQR], 4) and the median post‐course assessment score was 19/20 (IQR, 1). This difference was statistically significant (P < 0.001). All students rated the course as “very good”, and unanimously recommended that the course be available to all students as part of the medical curriculum. Conclusion: Students’ knowledge of anatomy improved significantly between the pre‐course and post‐course assessments, and all students rated the course very favourably. This supports our view that dissection anatomy should be an integral component of medical education.

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Section: Discussionmentioning

confidence: 99%

Back to the future: teaching anatomy by whole‐body dissection

Ramsey‐Stewart

Burgess

Hill

2010

Medical Journal of Australia

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“…To the Editor : The reduction in anatomy teaching by whole‐body dissection in medical education is a critical matter that has received substantial attention in the medical education literature 1 , 2 . Where anatomy teaching by whole‐body dissection has remained, there has been a marked move away from the tradition of such courses being taught by surgeons.…”

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confidence: 99%

The importance of surgeons teaching anatomy, especially by whole‐body dissection

Burgess

Ramsey‐Stewart

2015

Medical Journal of Australia

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“…It is inconceivable that such a risk can be taken with Australian graduates. Marius Fahrer describes himself as one of the ‘now extinct species of anatomist surgeons’ 1 . We should heed his warning that anatomical knowledge and orientation is as essential to clinical medicine as are public health, good communication and compassion.…”

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confidence: 99%