Dissection laboratory is vital to medical gross anatomy education

Granger, Noelle A.

doi:10.1002/ar.b.20039

Cited by 172 publications

(178 citation statements)

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“…Once again it is emphasized that the cadaver must not be dismissed as obsolete (Older, 2004;Elizondo-Omañ a et al, 2005) since exposure to dissection develops important cognitive skills (Slotnick and Hilton, 2006) and manual dexterity (Moore, 1998;Granger, 2004;McLachlan et al, 2004) required by all medical practitioners. Lempp (2005) sums up dissection as an opportunity to reinforce familiarization and respect for the body and integration of theory into clinical practice.…”

Section: Dissection/prosectionmentioning

confidence: 99%

“…No human body is ever modeled to perfection where all organs are color coordinated and impeccably shaped. Plastic models and textbooks (Granger, 2004) do not account for biological variation and lack pathological authenticity which can lead to misdiagnosis and malpractice in the clinical setting. Students who were deprived from the dissecting experience and exposure to human material were likely to acquire misleading information and a superficial orientation of the human body without appreciating any biological variation (Pawlina and Lachman, 2004;Gillingwater, 2008).…”

Section: Alternative Pedagogical Resources Plastic Modelsmentioning

confidence: 99%

“…Learning humane values cannot be achieved by solely focusing on anatomical principles, a revolutionary idea promoted since 1960s followed by the pledge of ''behavioral rehumanization'' by 1970s so as to preserve the art in medicine (Warner and Rizzolo, 2006). It is crucial to educate students about death (Granger, 2004) as part of the life cycle, so that they are appropriately equipped to support themselves and more importantly patients emotionally, particularly those who require end-of-life care (Rizzolo, 2002) and their families to the best of their abilities.…”

Section: Perceptions On Death and Its Educationmentioning

confidence: 99%

See 2 more Smart Citations

The anatomy of anatomy: A review for its modernization

Sugand

Abrahams

Khurana

2010

Anatomical Sciences Ed

718

815

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Anatomy has historically been a cornerstone in medical education regardless of nation or specialty. Until recently, dissection and didactic lectures were its sole pedagogy. Teaching methodology has been revolutionized with more reliance on models, imaging, simulation, and the Internet to further consolidate and enhance the learning experience. Moreover, modern medical curricula are giving less importance to anatomy education and to the acknowledged value of dissection. Universities have even abandoned dissection completely in favor of user-friendly multimedia, alternative teaching approaches, and newly defined priorities in clinical practice. Anatomy curriculum is undergoing international reformation but the current framework lacks uniformity among institutions. Optimal learning content can be categorized into the following modalities: (1) dissection/prosection, (2) interactive multimedia, (3) procedural anatomy, (4) surface and clinical anatomy, and (5) imaging. The importance of multimodal teaching, with examples suggested in this article, has been widely recognized and assessed. Nevertheless, there are still ongoing limitations in anatomy teaching. Substantial problems consist of diminished allotted dissection time and the number of qualified anatomy instructors, which will eventually deteriorate the quality of education. Alternative resources and strategies are discussed in an attempt to tackle these genuine concerns. The challenges are to reinstate more effective teaching and learning tools while maintaining the beneficial values of orthodox dissection. The UK has a reputable medical education but its quality could be improved by observing international frameworks. The heavy penalty of not concentrating on sufficient anatomy education will inevitably lead to incompetent anatomists and healthcare professionals, leaving patients to face dire repercussions. Anat Sci Educ 3:83-93, 2010.

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Section: Dissection/prosectionmentioning

confidence: 99%

Section: Alternative Pedagogical Resources Plastic Modelsmentioning

confidence: 99%

Section: Perceptions On Death and Its Educationmentioning

confidence: 99%

See 1 more Smart Citation

The anatomy of anatomy: A review for its modernization

Sugand

Abrahams

Khurana

2010

Anatomical Sciences Ed

718

815

View full text Add to dashboard Cite

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“…The importance of seeing and touching real organs when learning pathology has also been reported by Weurlander and colleagues (2009). These findings suggest that understanding the complexity of the human body in three dimensions is facilitated by visual and tactile experiences (Granger 2004). Social aspects, when students work together, solving problems or tasks that require elaboration and explanation, the discussion might also help them develop understanding (Weurlander et al 2009;Weurlander et al 2012b).…”

Section: Students' Experiences Of Understandingmentioning

confidence: 87%

The struggle to understand: exploring medical students' experiences of learning and understanding during a basic science course

Weurlander

Scheja

Hult

et al. 2014

Studies in Higher Education

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PostprintThis is the accepted version of a paper published in Studies in Higher Education. This paper has been peer-reviewed but does not include the final publisher proof-corrections or journal pagination. Citation for the original published paper (version of record):Weurlander, M., Scheja, M., Hult, H., Wernerson, A. (2016) The struggle to understand: Exploring medical students' experiences of learning and understanding during a university course. Studies in Higher Education AbstractThe aim was to explore students' 'journey' towards conceptual understanding during an undergraduate course. The task that medical students face -to learn a substantial quantity of detailed knowledge and integrate into a coherent whole in a limited time frame -is demanding. Seven students were interviewed in a group, and seventeen students gave their reflections in writing. Data was gathered from both groups on five separate occasions. Our findings suggest that students seek different kinds of understandings as they get to grips with their studies. The forms of understanding were: understanding as 'knowing the language', 'knowing the map', 'knowing the catalogue' and as 'experiencing an integrated whole'. Students first appeared to focus on the first two forms, and later in the course, as they learned more, they focused on the 'catalogue' or the 'integrated whole'. Our findings point to potential pathways students might take towards gaining deeper understanding. Keywords: deep learning, course experience, forms of understanding, approach to learning, medical educationThe struggle to understand 3 Introduction Learning is a complex and multifaceted phenomenon that has intrigued both researchers and educators for a long time. Since the 1970s, researchers have explored learning from the learner's perspective, which has revealed new insights into students' learning. Marton and colleagues found two main approaches that students adopted: the surface and the deep approaches to learning (Marton and Säljö 1976a, 1976b. The intention students have with their studies seems to have a major influence on their learning (Entwistle and Peterson 2004;Entwistle 2009). A surface approach has been associated with an intention to memorize and reproduce learning material in order to meet the assessment requirements. In contrast, students who approached their learning with an intention to understand, wanted to learn for their own sake, looked for the underlying meaning in the task or text, related new information with prior knowledge, and were also more likely to reach a deep understanding. However, the relationship between memorizing and understanding has been shown to be more complex, and students aiming for a deep understanding have also been found to use memorization as a learning strategy (Kember 1996;Entwistle and Entwistle 2003;Marton, Wen, and Wong 2005). Other researchers described student learning patterns more broadly, including aspects such as study strategies, conceptions and regulation of learning (Vermunt 2005, Vermunt andVermetten 2004;...

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“…Dissection combines visual and touch sensation with auditory sensation through discussion amongst teachers and students, and thus engages multiple sensory modalities (Granger, 2004), as do 3D specimens and models. Due to reduced time available for gross anatomy in crowded curricula, medical and other health sciences students typically have only limited opportunities to learn from cadavers, prosected specimens, and/or 3D physical models (Fitzgerald et al, 2008;Drake et al, 2009;Craig et al, 2010;Bouwer et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Factors influencing undergraduate students’ acceptance of a haptic interface for learning gross anatomy

Yeom

Choi-Lundberg

Fluck

et al. 2017

ITSE

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Biographical Details:Soonja Yeom, is a Lecturer in School of Engineering and ICT. She teaches computer security and programming for the internet. Currently she is a PhD candidate with a thesis titled 'Undergraduate student acceptance of haptic simulation in gross anatomy learning'. Her research interests include technology-enhanced learning, human computer interface, and computer security.Derek Choi-Lundberg, PhD, is Senior Lecturer in Anatomy, School of Medicine, University of Tasmania. He teaches gross anatomy, neuroanatomy and embryology to first to third year medical students, and coordinates year 1, semester 2 of the MBBS course. His research interests include medical and anatomical sciences education, technology-enhanced learning, assessment, near-peer and reciprocal peer teaching & learning, and student learning approaches in anatomy.Andrew Fluck, PhD, is a Senior Lecturer in Information Technology and teacher educator at the University of Tasmania. He has an interest in curriculum transformation through the use of computers; developed an eExam system for students to use their own computers in high stakes assessment; and serves on the executive of Working Group 3.3 (research into educational applications of information technologies) for IFIP/UNESCO. See more at http://andrew.fluck.id.au/.Arthur Sale, PhD, is Emeritus Professor of Computer Science at the University of Tasmania. He has lectured on many aspects of ICT over a career of 55 years including human-computer interfaces, served as Chairman of the University's Professorial Board, as Pro Vice-Chancellor and was for 20 years head of the ICT department. He has published over 90 papers, many book chapters and two books. His primary research interests lie in computer design, programming languages, and the effects of the Internet on society.3 Abstract:Purpose -This research evaluates factors influencing undergraduate students' acceptance of a computer-aided learning (CAL) resource using the Phantom Omni haptic stylus to enable rotation, touch and kinaesthetic feedback, and display of names of three-dimensional (3D) human anatomical structures on a visual display. Design/methodology/approach -Software was developed using the software development life cycle, and was tested by students enrolled in various bachelor degrees at three stages of development within Technology Acceptance Model, action research and design research methodology frameworks, using mixed methods of quantitative and qualitative analysis. Findings -The learning system was generally well-accepted, with usefulness (72 ± 18, mean ± standard deviation, 0-100 visual analogue scale) rated higher (p<0.001) than ease of use (57 ± 22). Ease of use ratings declined across the three versions as modules were added and complexity increased. Students with prior experience with 3D interfaces had higher intention to use the system, and scored higher on identification of anatomical structures. Students with greater kinaesthetic learning preferences tended to rate the system higher. Haptic feedback was consi...

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Dissection laboratory is vital to medical gross anatomy education

Cited by 172 publications

References 24 publications

The anatomy of anatomy: A review for its modernization

The anatomy of anatomy: A review for its modernization

The struggle to understand: exploring medical students' experiences of learning and understanding during a basic science course

Factors influencing undergraduate students’ acceptance of a haptic interface for learning gross anatomy

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