Autopsy‐Based Learning is Essential But Underutilized in Medical Education: A Questionnaire Study

Abstract

To this day, autopsies and dissections have been essential in medical education, but declining autopsy numbers have endangered this long-standing tradition. Students' perceptions of these teaching methods should be constantly updated to help educators understand how to achieve their teaching goals. The purpose of this study was to explore the state of autopsy-and dissection-based teaching in two Finnish universities based on the experiences of the students, survey their perceptions of such teaching, and to compare the Finnish situation with students' perceptions in other countries as it emerges from medical literature. A questionnaire went to 859 second-, fourth-, and sixth-year medical students. The questions concerned dissection and autopsy classes these students had attended, the views of the students in regard to the number of classes, and the benefits of and attitudes towards autopsy teaching. An open question of how to improve autopsy teaching was included. The response rate was 19.4%. Most respondents requested more autopsy and dissection classes, especially practical education. They found autopsies most beneficial in learning anatomy and dealing with one's own emotions related to death. Their experiences proved least beneficial for interaction with the relatives of a deceased patient and for people skills. Integrational methods and focusing on the main learning outcomes were suggested as improvements. Overall, students found dissection and autopsy teaching important, but felt concern about the diminishing autopsy numbers. Focusing on main learning objectives and better integration of autopsies in the teaching of different specialties could help to utilize autopsies to a greater extent.

Anatomy podcasts for medical education

“…This research has a significant educational impact. The obtained overall response rate (oRR = 35.9%) is satisfactory, taking into account the results of other recently published papers on anatomical education (Pakanen et al, 2021). The average RR (aRR = 24.1%) is lower, because the answer to each question was voluntary and not all of them managed to get a complete feedback.…”

One year of anatomy teaching and learning in the outbreak: Has the Covid‐19 pandemic marked the end of a century‐old practice? A systematic review

“…Students recently reported autopsies most beneficial in learning anatomy and dealing with one's own emotions related to death. Moreover, this experience improved their interaction with the relatives of a deceased patient and for people skills (Pakanen et al, 2022). Students need to learn how to match theory, practice, and patient care, the exposure to social media and related web platforms further challenges physician ratings through unfiltered patient feedback.…”

Undergraduate medical student perspectives on the role of autopsy in medical education

“…These results are in agreement with recent research on medical students’ perceptions of autopsy, in which students convey the value of autopsy. 13 The literature would benefit from a study that compares similar groups pre- and postautopsy exposure to assess autopsy as a tool to garner interest in pathology.…”

“…In the UME literature, medical autopsy has been shown to increase undergraduate understanding of pathology and anatomy, turn students to pathology as a career path, and reinforce teaching of the “hidden curriculum.” 11 Medical education literature from the educator point of view supports autopsy as an educational tool, having been shown to augment undergraduate medical students ( ) understanding of anatomy and pathology 12 as well as influence toward pathology as a career choice. Recent research has displayed that UMS value autopsy in their medical education; 13 however, more data are needed on UMS perspectives and understanding of autopsy and pathology. The present study aims to address this need by assessing preclinical and clinical UMS opinions on the role of autopsy in UME.…”