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

Abstract

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.

Venezuelan surgeons view concerning teaching human anatomical dissection

“…Some studies confirm the importance of anatomical dissection sessions despite the emerging innovations in teaching anatomy such as the use of the computer-assisted construction and virtual reality [14282930]. Human anatomical dissection is employed as a major tool in the teaching and learning of human anatomy, owing to its perceived usefulness for understanding classifications and inter-relationships of different parts of human body, integration of theory and practice of human anatomy, touch-medicated perception, improvement of physicians' manual dexterity and practical skills, humanistic care, three-dimensional perspectives of structures, and the explanation of problems encountered in surgery and also for improving physicians' expertise in physical examinations, which cannot be carried out correctly without a deep-seated knowledge of gross and topographical human anatomy [163132].…”

“…Advantages of integrating imaging and human anatomical dissection include improved clinical application of human anatomy and an increase in medical student's interest in human anatomy [164748]. The surgeons' ongoing concern about diminishing learning and knowledge of human anatomy among junior medical doctors and results of this survey and other studies [141525282930394049] could constitute and important boost to the case for giving emphasis to keeping human anatomical dissection in the medical syllabus.…”

Acquiring surgical skills: the history of surgical teaching at the University of Sydney 1883–2014

“…32 Teaching of anatomy was undertaken largely by the use of computerized anatomy learning and simulated dissection. In 1996, under the old by-laws, anatomy was taught for 253 h; in 1997, in the GMP programme only 50.5 h was allocated.…”

“…36 A new joint appointment was made between the Disciplines of Anatomy and Surgery, which resulted in the creation of the position of Professor of Surgical Anatomy. 32 During Years 3 and 4, all students were allocated to ward-based surgical teams, during which time the students were expected to be involved in all the activities of the surgical team. 32 During Years 3 and 4, all students were allocated to ward-based surgical teams, during which time the students were expected to be involved in all the activities of the surgical team.…”

The Sydney University Medical Program: highlights and lessons

“…An additional Chair of Anatomy with specific responsibility for teaching was created, and the amount of anatomy teaching in the first 2 years of the course was increased from 50 to 170 hours. An additional appointment of an academic surgeon jointly for Surgery and Anatomy has enabled the return of whole‐body dissection as a student elective 3 . These new appointments have ensured that anatomy is now taught throughout the course.…”