Art Macabre: Is anatomy necessary?

Taylor, T.K.F.

doi:10.1046/j.1445-1433.2001.02253.x

Cited by 5 publications

(4 citation statements)

References 3 publications

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“…Further, the dissection system implemented in the curriculum in Graz in 2013/14 was problematic in that it created students who were well prepared in their dissected region, but showed a lack of anatomical knowledge in other regions that they had not dissected. The results of this study suggest that implementing a rotational dissection system assumed to be taken into consideration, which confirms findings of several publications [ 2 , 4 , 14 , 23 , 24 ].…”

Section: Discussionsupporting

confidence: 91%

The influence of dissection on clinical anatomical knowledge for surgical needs

Feigl

Sammer

2021

Surg Radiol Anat

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Purpose Due to the ongoing discussion of the usefulness of dissection on human bodies in medical curricula, we investigated the influence of anatomical knowledge collected in the dissection course and requested for modules of visceral surgery. Methods Students attending the dissection course of topographic anatomy had to answer a questionnaire of 22 questions with focus on anatomical knowledge required for visceral surgical modules. Failure was defined as 13 or fewer correct answers, success categorized as high, good or moderate. The same questionnaire was handed out to 245 students prior to the module on visceral surgery. Students provided information on which regions they had dissected during the course or prior to the module. The results were compared to the result of a written Multiple Choice Question (MCQ) exam of the module visceral surgery (n = 160 students) with an unannounced primary focus on anatomy. Results Students who dissected the truncal regions of the human body succeeded in answering the questionnaire with high success. Students dissecting regions of the Head/Neck or Limbs had a high failure rate, and none of them reached the “high” success level. In the MCQ exam, students dissecting truncal regions had a high success rate, while those who had not dissected or who dissected the Head/Neck or Limbs had a high failure rate. Conclusion Dissections support and improve the required knowledge for surgical modules. For the visceral surgical module, students dissecting the region prior to the module greatly benefited. Therefore, entire human body dissection assumes to be preferable.

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Section: Discussionsupporting

confidence: 91%

The influence of dissection on clinical anatomical knowledge for surgical needs

Feigl

Sammer

2021

Surg Radiol Anat

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“…The teaching of anatomy in Australian medical schools today is an issue that has attracted recent attention and frequently stimulates much discussion. [1][2][3][4][5][6][7][8] The amount of anatomy required in the undergraduate curriculum and the best way to impart this knowledge are issues that excite many medical practitioners. My interest lies primarily in the dissection of the body, and its role in undergraduate teaching.…”

Section: Introductionmentioning

confidence: 99%

Anatomical dissection: Why are we cutting it out? Dissection in undergraduate teaching

Parker¹

2002

ANZ Journal of Surgery

124

130

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Anatomy teaching and, more specifically, the use of dissection in undergraduate anatomy teaching is undergoing a sea change in Australian medical schools. Until as recently as the 1970s, all medical students in Australia underwent an extensive course in dissection, taking up as much as 700 hours of curriculum time. Today, dissection is compulsory in only a minority of anatomy departments. There has been much discussion about the use of dissection in anatomy teaching, and both sides of the argument have considerable merit. Less widely discussed have been the other benefits of anatomical dissection, such as the development of surgical skills, an appreciation of whole-body pathology, and the teaching of ethical and moral issues that are central to the development of the professional doctor. Dissection still has an important role to play in undergraduate medical education.

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“…However, over the past several decades, despite the protestations of many, the teaching of anatomy by dissection has gradually decreased 6 . ‐ 9 As more and more essential educational material has been packed into medical school curricula, time‐consuming anatomical dissection has fallen by the wayside.…”

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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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Art Macabre: Is anatomy necessary?

Cited by 5 publications

References 3 publications

The influence of dissection on clinical anatomical knowledge for surgical needs

The influence of dissection on clinical anatomical knowledge for surgical needs

Anatomical dissection: Why are we cutting it out? Dissection in undergraduate teaching

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

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