Do we need dissection in an integrated problem-based learning medical course? Perceptions of first- and second-year students

Azer, Samy A.; Eizenberg, Norman

doi:10.1007/s00276-007-0180-x

Cited by 336 publications

(332 citation statements)

References 25 publications

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“…Multiple reports compare problem-based learning (Azer and Eizenberg, 2007), peer teaching (Krych et al, 2005;Evans and Cuffe, 2009), team-based learning (Nieder et al, 2005), computer or web-based teaching materials (Bryner et al, 2008;Petersson et al, 2009), and clinical skills (Dusseau et al, 2008) with traditional dissection methodology. Winkelmann (2007) reviewed several novel teaching methods and found that they were mostly judged to be ''not disadvantageous'' while at the same time not achieving significantly better results than traditional teaching methods on comparable examinations.…”

Section: Introductionmentioning

confidence: 99%

The gross anatomy course: An analysis of its importance

Böckers

Jerg-Bretzke

Lamp

et al. 2010

Anatomical Sciences Ed

176

183

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The gross anatomy dissection course is a cost-intensive piece of undergraduate medical education that students and professionals alike describe as very important within the overall medical curriculum. We sought to understand more explicitly students' valuation of gross anatomy as an ''important'' course and so developed a quantitative longitudinal questionnaire. Medical students (n 5 124) enrolled in the winter term 2006/2007 gross anatomy course at the Ulm University Faculty of Medicine were surveyed anonymously prior to, in the middle of, and at the end of the dissection course. Subgroups of students expressing rising or falling opinions of course value were identified and correlated with student opinions about the course's ability to convey professional competencies. Fivepoint Likert scales were used for each survey item, which included such standardized instruments as the NeoFFI, BSI, and FBM. The study confirmed that medical students believe dissection to be valuable. Students indicated that participation in the course facilitated acquisition of anatomy knowledge as well as skills related to teamwork, coping with stress, and, to a lesser extent, time management. Students also noted that they developed less empathy than expected beforehand. Significant subgroup differences were observed relative to the competencies of teamwork, stress coping strategies, and empathy, as well as in students' stress levels associated with having to take a dissection course. Our study builds on previous work that has shown dissection courses help students develop professional competencies. The increase in professionalism might be a reason for the generally high value students place on the gross anatomy dissection course, Anat Sci Educ 3:3-11, 2010.

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Section: Introductionmentioning

confidence: 99%

The gross anatomy course: An analysis of its importance

Böckers

Jerg-Bretzke

Lamp

et al. 2010

Anatomical Sciences Ed

176

183

View full text Add to dashboard Cite

show abstract

“…Similar opinion were expressed by Kerby et al [27] claiming that dissection should remain a leading teaching method in modern anatomy courses in medical schools. Azer and Eizenberg [5] demonstrated that students reported that dissection increased understanding of anatomical structures, provided them with a 3D perspective and helped them recall what they learnt. On the other hand, there are publications indicating that videos or clinical PBL improved the quality of the anatomy course [14,50].…”

Section: Category 2 Simulator Based Educationmentioning

confidence: 99%

Simulation techniques in the anatomy curriculum: review of literature

Torres

Pietrzyk

et al. 2014

Folia Morphol

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“…Although many studies elaborate on how anatomy should be taught, very few focus on student perceptions of anatomical teaching (Lempp, 2005;Moxham & Plaisant, 2007;Azer & Eizenberg, 2007;Pabst, 2009;Notebaert, 2009). According to Bergman et al (2013), students have strong opinions about their anatomical knowledge.…”

Section: Introductionmentioning

confidence: 99%

Learning Anatomy Through Dissection: Perceptions of a Diverse Medical Student Cohort

Wyk

Rennie

2015

Int. J. Morphol.

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SUMMARY:The debate on how best to teach anatomy and the central role of cadaveric dissections in medical training remains topical even today. Despite the use of a variety of teaching methodologies e.g. prosected specimens, plastinated specimens, cadaveric dissection and computer-assisted learning, the amount of time dedicated to a full body human dissection programme, its clinical relevance and whether it promotes deeper learning has become a bone of contention in problem-based learning context. The implementation of student centred, PBL curricula means that students' learning is autonomous, and studies suggest the link between students' approaches to learning with their perceptions of their learning environment. Therefore, this study explored the perceptions of an educationally diverse medical student cohort in a 5 year problem-based learning programme who learned anatomy through the dissection method, elaborating on the value of this subject to their medical studies. Quantitative and qualitative data was collected and thematically analysed. One hundred students of the MBChB2 cohort (44%) completed the questionnaire. The majority of the respondents (70%) reported a positive experience during anatomical dissection in terms of visual and clinical application whilst gaining anatomy understanding and skill. Students with prior educational qualifications (mature) and first time school leavers voiced similar complaints. Student responses differed qualitatively on how they benefitted from the dissection. This study confirms that dissection remains an effective method for basic anatomy teaching even in PBL contexts. It concludes with strategies to enhance the learning experiences of educationally diverse students.

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Do we need dissection in an integrated problem-based learning medical course? Perceptions of first- and second-year students

Cited by 336 publications

References 25 publications

The gross anatomy course: An analysis of its importance

The gross anatomy course: An analysis of its importance

Simulation techniques in the anatomy curriculum: review of literature

Learning Anatomy Through Dissection: Perceptions of a Diverse Medical Student Cohort

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