Benefits and pitfalls of learning anatomy using the dissection module in an indian medical school: A millennial Learner's perspective

Kalthur, Sneha Guruprasad; Pandey, Arvind Kumar; Prabhath, Sushma

doi:10.1016/j.tria.2021.100159

Cited by 9 publications

(10 citation statements)

References 26 publications

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“…Are not all medical and surgical procedures that ‘restore to normal’ a body diseased or ill at ease directed towards either restoring form (Anatomy) or its function (Physiology and Biochemistry)? Despite many computer-assisted learning aids, cadaveric dissection is still an important tool in anatomy education around the world [ 44 ].…”

Section: Novel Uses Of Artificial Intelligence To Facilitate Anatomy ...mentioning

confidence: 99%

Teaching, Learning and Assessing Anatomy with Artificial Intelligence: The Road to a Better Future

Abdellatif

Mushaiqri

Albalushi

et al. 2022

IJERPH

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Anatomy is taught in the early years of an undergraduate medical curriculum. The subject is volatile and of voluminous content, given the complex nature of the human body. Students frequently face learning constraints in these fledgling years of medical education, often resulting in a spiraling dwindling academic performance. Hence, there have been continued efforts directed at developing new curricula and incorporating new methods of teaching, learning and assessment that are aimed at logical learning and long-term retention of anatomical knowledge, which is a mainstay of all medical practice. In recent years, artificial intelligence (AI) has gained in popularity. AI uses machine learning models to store, compute, analyze and even augment huge amounts of data to be retrieved when needed, while simultaneously the machine itself can be programmed for deep learning, improving its own efficiency through complex neural networks. There are numerous specific benefits to incorporating AI in education, which include in-depth learning, storage of large electronic data, teaching from remote locations, engagement of fewer personnel in teaching, quick feedback from responders, innovative assessment methods and user-friendly alternatives. AI has long been a part of medical diagnostics and treatment planning. Extensive literature is available on uses of AI in clinical settings, e.g., in Radiology, but to the best of our knowledge there is a paucity of published data on AI used for teaching, learning and assessment in anatomy. In the present review, we highlight recent novel and advanced AI techniques such as Artificial Neural Networks (ANN), or more complex Convoluted Neural Networks (CNN) and Bayesian U-Net, which are used for teaching anatomy. We also address the main advantages and limitations of the use of AI in medical education and lessons learnt from AI application during the COVID-19 pandemic. In the future, studies with AI in anatomy education could be advantageous for both students to develop professional expertise and for instructors to develop improved teaching methods for this vast and complex subject, especially with the increasing paucity of cadavers in many medical schools. We also suggest some novel examples of how AI could be incorporated to deliver augmented reality experiences, especially with reference to complex regions in the human body, such as neural pathways in the brain, complex developmental processes in the embryo or in complicated miniature regions such as the middle and inner ear. AI can change the face of assessment techniques and broaden their dimensions to suit individual learners.

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Section: Novel Uses Of Artificial Intelligence To Facilitate Anatomy ...mentioning

confidence: 99%

Teaching, Learning and Assessing Anatomy with Artificial Intelligence: The Road to a Better Future

Abdellatif

Mushaiqri

Albalushi

et al. 2022

IJERPH

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show abstract

“…In addition to the vast educational benefits of anatomical dissection of the human body, the psychosocial aspect may be the greatest benefit to the development of the medical student. 2 , 3 …”

Section: Introductionmentioning

confidence: 99%

Assessing the Ethical Concerns of Medical Students in the Gross Anatomy Lab

Nawras

Aoun

Yazdi

et al. 2023

Journal of Medical Education and Curricular Development

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OBJECTIVES Cadaver dissection has become the gold-standard for anatomical education in US medical schools. Ethical issues regarding cadavers may not be as obvious as in living patients, which can lead to their potential neglect in medical school curricula. In this study, we assessed the different ethical concerns (ECs) of medical students regarding cadavers in the gross anatomy lab (GAL), gathered student information, including self-reported academic performance (AP) in the GAL, and determined the best predictors for a student's EC. METHODS All second-year medical students at the University of Toledo were invited to complete an anonymous, online-survey. Participants were presented with 10 hypothetical but realistic lab scenarios and asked to rate their EC for each on a 5-point Likert scale. Gender, age, and scores received in the GAL course were also collected. A multiple linear regression model was used to find the best predictors of the total EC score. RESULTS A total of 112 (63%) responses to the online-survey were recorded. The highest EC was for Q7: Taking pictures of the cadaver. The lowest EC was for Q10: The dissection of cadavers itself is an EC. Gender was the best predictor of total EC, followed by age. Female total EC was significantly higher than that for males (35.8 ± 5.5 vs 33.1 ± 7.9). Female scores for Q1 and Q2 were significantly higher than those for males. Total EC for students in the age group 25 to 34 was significantly higher than those in the age group 18 to 24 (35.9 ± 6.1 vs 33.9 ± 7.2). No significant difference was found for individual scenarios. AP was not significantly related to the total score or the scores of the individual scenarios. CONCLUSION The significant differences in ECs of medical students found in our study indicate that not all students have the same outlook towards the GAL specifically and ECs generally.

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“…This referred to the respect, care, empathy and compassion that students ought to have when they become doctors [ 25 , 26 ]. Humanistic values are traditionally sought in cadaveric dissections as students are trained to empathize and care for the donated bodies and as such, have always held a special place for anatomy learning [ 27 , 28 ]. However, this is rarely measured in plastinated and 3DP tools.…”

Section: Introductionmentioning

confidence: 99%

Students’ learning experiences of three-dimensional printed models and plastinated specimens: a qualitative analysis

et al. 2022

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Background Traditional cadaveric dissection is declining whilst plastinated and three-dimensional printed (3DP) models are increasingly popular as substitutes to the conventional anatomy teaching and learning methods. It is unclear about the pros and cons of these new tools and how they impact students’ learning experiences of anatomy including humanistic values such as respect, care and empathy. Methods Ninety-six students’ views were sought immediately after a randomized cross-over study. Pragmatic design was used to investigate the learning experiences of using plastinated and 3DP models of cardiac (in Phase 1, n = 63) and neck (in Phase 2, n = 33) anatomy. Inductive thematic analysis was conducted based on 278 free text comments (related to strengths, weaknesses, things to improve), and focus group (n = 8) transcriptions in full verbatim about learning anatomy with these tools. Results Four themes were found: perceived authenticity, basic understanding versus complexity, attitudes towards respect and care, and multimodality and guidance. Conclusions Overall, students perceived plastinated specimens as more real and authentic, thus perceived more respect and care than 3DP models; whereas 3DP models were easy to use and prefered for learning basic anatomy.

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Benefits and pitfalls of learning anatomy using the dissection module in an indian medical school: A millennial Learner's perspective

Cited by 9 publications

References 26 publications

Teaching, Learning and Assessing Anatomy with Artificial Intelligence: The Road to a Better Future

Teaching, Learning and Assessing Anatomy with Artificial Intelligence: The Road to a Better Future

Assessing the Ethical Concerns of Medical Students in the Gross Anatomy Lab

Students’ learning experiences of three-dimensional printed models and plastinated specimens: a qualitative analysis

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